
■•(..I'M 



'■\''fm 




Book '//^ 



B:t::; 



Course of Study 



FOR 



COUNTY NORMAL INSTITUTES 



For the Instruction of Teachers 
and Those Desiring to Teach 

See Page 207, School Laws of 1919-1920 




Theory and Practice 

Theory without practice 
Is a tree without fruits ; 
While practice without theory 
Is a tree without roots. 

Well grounded in theory 
There is sure to be, 
When experience is added, 
A perfect tree. 



LORRAINE ELIZABETH WOOSTER 
State Superintendent 



PRINTED BY KANSAS STATE PRINTING PLANT 

B. P. WALKER, STATE PRINTER 

TOPEKA 1922 

9-2895 



To County Superintendents and Teachers: 

This copy of the County Normal Institute Course of 
Study is furnished by the state at the expense of the 
taxpayers. Kindly see that it is properly cared for 
and used in compliance with the Law. 

Preserve this Normal Institute Course of Study for 
future use, as but one copy will be furnished to each 
teacher. 

This Normal Institute Course of Study contains valu- 
able material and suggestions for Instructors and Teach- 
ers, and each should be supplied with a copy. 



MALICIOUS DESTRUCTION OF PROPERTY. 

Children and other persons should be taught to aid in 
the care and protection of all private and public prop- 
erty. It is the important step toward good citizenship. 

[3715] Any person who shall willfully and mali- 
ciously destroy, deface, remove or injure the property 
of another, public or private, when the value of the 
property is under twenty dollars, shall on conviction be 
deemed guilty of a misdemeanor, and punished by fine 
not less than one dollar nor more than one hundred dol- 
lars, or by imprisonment in the county jail not to ex- 
ceed six months, or by both such fine and imprisonment. 
(Laws 1907, ch. 185, sec. 1.) 

[3716] Any person who shall willfully and mali- 
ciously destroy, deface, remove or injure the property 
of another, public or private, when the value of the 
property and when the amount of damage done thereto 
is twenty dollars or more, shall on conviction be deemed 
guilty of a felony, and be punished by imprisonment at 
hard labor in the penitentiary of the state of Kansas 
for a term not less than one year nor more than five 
years. (Laws 1907, ch. 185, sec. 2.) 



©n/k 



COURSE OF STUDY 



FOR 



COUNTY NORMAL INSTITUTES 



FOR THE 



INSTRUCTION OF TEACHERS AND 

THOSE DESIRING TO 

TEACH 

(See Page 207, School Laws of 1919-1920) 



Theory and Practice 

Theory without practice 
Is a tree without fruits; 
While practice without theory 
Is a tree without roots. 

Well grounded in theory 
There is sure to be, 
When experience is added, 
A perfect tree. 



LORRAINE ELIZABETH WOOSTER 
State Superintendent 



PRINTED BY KANSAS STATE PRINTING PLANT 

B. P. WALKER, STATE PRINTER 

TOPEKA 1922 

9-2895 






THE PRICE OF SUCCESS. 

If you haven't the patience to work and wait, 

To build with precision and lay your bricks straight; 

If you haven't the courage to grin now and then 

When the structure falls down, and to start in again, . 

Just remain where you are and be satisfied, too. 

For the hazards out there will be too much for you. 

If you can't stand alone in the thick of the fight. 

And persist in your course when you know you are right; 

If you can't keep your faith when it's greeted with sneers, 

And still go for the goal which but dimly appears, 

Don't leave the broad highway to carve out a new, 

For the hardships out there will be too much for you. 

If you can't get along without flatt'ry or praise. 

And the comforts and joys of these wonderful days; 

If you tire over quickly or cringe at a blow, 

Or think it no use when your progress is slow; 

If you're one who must have everything his own way, 

Then the price of success you're not willing to pay. 

But if you will take all the fates have to give, 
Stand hardships and setbacks, still glad that you live; 
If j'Ou'U cling to your faith and keep plodding along 
When disaster besets you and everything's wrong ; 
If you're willing to battle and never give in. 
Go after your dream, for in time you will win. 

(Copyright 1920 by Edgar A. Guest.) 



LIBRARY OF CONGRESS 

RECEIVED 

JUN80l92X.i I 

' OOCUMiEK'TS ' ' 'l v I 



i 



STATE OF KANSAS. 
DEPARTMENT OF EDUCATION. 



Course of Study 

for 

County Normal Institutes. 

For the Instruction of Teachers and Those Desiring to Teach. 
(See page 207, School Laws, 1919-'20.) 



» 



STATE BOARD OF EDUCATION. 

State Supt. LORRAINE ELIZABETH WOOSTER Topeka. 

President, ex officio. 

Chancellor E. H. LINDLEY Lawrence. 

President W. M. JARDINE Manhattan. 

President THOMAS W. BUTCHER Emporia. 

President W. A. LEWIS Hays. 

President W. A. BRANDENBURG Pittsburg. 

L. W. MAYBERRY, City Superintendent Wichita. 

EMMA F. WILSON, County Superintendent Garden City. 

LEO T. GIBBENS, County Superintendent Scott City. 

EUNA M. ARRASMITH, Secretary Topeka. 



DELIVER THE GOODS. 

The world will buy largely of anyone who 

Can deliver the goods. 
It is ready and eager to barter if you 

Can deliver the goods. 
But don't take its order and make out the bill 
Unless you are sure you'll be able to fill 
Your contract, because it won't pay you until 

You deliver the goods. 

— Nixon Waterman. 



TO TEACHERS. 

Teach within the understanding of the child. 

Discriminate between essentials and nonessentials. 

Emphasize essentials. Omit nonessentials. 

Teach pupils to work, study and recite, that the individual may have 
an opportunity to act, think, speak, gain power, strength and independ- 
ence by personal effort. 

THE DUTIES OF A TEACHER. 

Be cheerful and happy. Like your work. 

Fit your school to the needs of the pupils. 

Provide for study periods as well as recitations. (The study period is 
the most important.) 

Give individual help to each pupil. 

Provide material for beginners for the first day. 

Provide a great variety of occupation material for beginners. 

Make plans and prepare for each day. 

Be loyal to pupils and patrons. 

Conduct yourself in school and out of school so as to win respect for 
yourself and your profession. 

Stay more than one year in a district unless a change means decided 
advancement. 

Arouse an interest in your school. 

Do your part to cause patrons to appreciate a good school and to aid 
in securing and keeping a good school. 

Comply with your school contract unless honorably released by the 
school board. 

COOPERATE WITH YOUR COUNTY SUPERINTENDENT. 

Read carefully and keep all printed matter and circular letters sent 
to you by your County Superintendent. 

Answer all letters fully and promptly. 

Send daily programs and reports as requested. 

Study the School Laws. 

Be sure you are complying with all the requirements of the Law. 

The Law does not excuse ignorance. 

Make an effort to know the educational policies of your County Super- 
intendent and State Superintendent. Act in harmony with those policies, 
and try to put them into operation. 

Be sure there is kind sympathy and strong cooperation between you 
and your County Superintendent. 

Attend all meetings called by your County Superintendent and go pre- 
pared to take an active part when called upon. 

(4) 



PRINCIPLES AND METHODS OF TEACHING. 

LESSON I. 

EDUCATION. 

Define Education, 

What is the aim of education? 
What is the value of education? 
What is the value of moral education? 

Define Religion, 

What is the aim of religion? 

What is the value of religion? 

The Law forbids the teaching of sect religion and creeds in the public 
schools of Kansas. 

Revival of interest in moral education. 

Psychology of moral education. 

Moral education through example of teacher and other persons, 
through school discipline, school activities, work, music and art, thrift, 
dress, Bible, church, Sunday School, home surroundings, and home 
training. 

Duty of those teaching. 

Our teaching should secure efficiency and morality. 

Those who cannot secure efficiency and morality should not teach. 

Teachers and superintendents should appreciate their great oppor- 
tunity for service and do their best. 

The teacher or superintendent who is not proud to be a teacher or 
superintendent should not be a teacher or superintendent. 

There is no higher opportunity of service than that which comes to 
the teacher and superintendent. 

There is no opportunity in the world of which one should be more 
proud than that of being a teacher. 

Teachers and superintendents shduld have pride and affection for the 
calling and profession of teaching. 
Influence of those teaching. 

The teacher is paid for the opportunity to influence and is paid by 
everyone in the community. 

No Board of Education, State, County, or City, in Kansas or America, 
has a legal right to certificate or employ any man or woman as a teacher, 
superintendent or institute instructor without adequate evidence that 
the one employed will not only not exert a harmful influence, but that he 
will exert a positive moral influence. 

No person accepting a position as a teacher, superintendent or insti- 
tute instructor has any right, moral or legal, to exert an immoral in- 
fluence, or any influence that will not be for the best interests of pupils, 
other persons and the community. 

The school of to-day and the school of the future will be known and 
judged by the product of its citizenship. 

(5) 



6 Principles and Methods. 

The results of our educational work will not pass away with our 
lives, but will live on for ever and ever, and we should make sure that 
our work is all for betterment. 

He who profits most is he who serves best. 

LESSON II. 

THE TEACHER. 

Personal preparation, personal appearance, health, efficiency, initiative, 
self-reliance, adaptability, resourcefulness, industry, enthusiasm, in- 
tegrity, self-control, tact, sense of justice, cheerfulness, sympathy, mo- 
rality, knowledge of business principles, knowledge of contracts, knowl- 
edge of liability for violating or breaking a contract, moral obligations, 
moral effect of violating or breaking a contract. Give school Law on vio- 
lation of contracts. 

Why should a teacher's conduct be model at all times and places? 

Why has a school board and the community a right to demand of the 
teacher model conduct at all times and places? 

Why has a school board and community a right to demand that a 
teacher be in good health? 

Why should the teacher be interested in professional growth? 

Are high standards for teaching a benefit or disadvantage to teachers? 

Why should the teacher know much more than he teaches? 

Why should the teacher be loyal to self and the profession? 

Why should the teacher cooperate with the County Superintendent, city 
superintendent and state superintendent? 

Why should the teacher be interested in the life of the school and the 
activities of the community? 

Why should teachers attend teachers' meetings, associations and county 
institutes? 

What benefits may be derived from visiting schools? 

What is the practical value of sympathy? 

Why does the teacher need to know the home life of the pupils? 

What should be the attitude of the teacher toward the work of his 
predecessor? 

What is the practical benefit of travel to a teacher? 

Is the statement, "As the teacher is, so is the school," a correct one? 

A smile is more appreciated than a frown, and, as a rule, gets better 
results. 

No teacher is a success who does not create a wholesome atmosphere 
for the school. 

Discuss the value of careful planning on the part of the teacher. 

Compare the work of successful business men, generals and other per- 
sons whose life and work have been a benefit to mankind. 

Securing position — personal application, correspondence, teachers' 
bureaus, etc. 

Value of educational measurements for salary, etc. 

Note. — At each County Teachers' Examination a part of the questions in Principles 
and Methods will be based on the Teachers' Reading Circle books in use in that particular 
year. The change to the new books will be made in the October examination. 



Principles and Methods. 7 

For the year 1920-'21 the adopted books are: 

Sears' Classroom Organization and Control. $1.10. 

Engleman's Moral Education in School and Home. $1.15. 
For the year 1921-'22 the books adopted are: 

Bonser's Elementary School Curriculum. $1.55. 

Wait's Practical Problems of the School. $1.50. 

Hanifan's The Community Center. $1.40. 
These books are for sale by the Kansas Book Company, 629 Quincy Street, Topeka. 

LESSON III. 

THE SCHOOLHOUSE AND GROUNDS. 

Exterior: Grounds, location, school building, location, water supply, 
playground, playground equipment, trees, shrubs, beautifying the grounds, 
fence, outbuildings, etc. What outbuildings are necessary? 

Interior: Seats, teacher's desk and chair, bookcase, cupboard, Bible, 
dictionary, charts, maps, blackboards, library, decorations, color of wall 
and ceiling, pictures. Flags (two required by Law), window shades, light- 
ing, heating, ventilation, thermometer. (Law requires proper ventilation 
and heating, sunshine, and light from left and back; also that the school 
building and grounds be put in proper condition ten days before school 
opens.) 

Law required equipment — make list in class. 

Standard School required equipment — make list in class. 

Superior School required equipment — make list in class. 

Care as to light; children's eyes damaged from lack of light, and work 
retarded. 

Care as to heat in room ; care of stove or heater. 

Basement rooms should never be used for small children as classrooms 
or study rooms. It is also a violation of health laws. 

Is it safe for a teacher to trust to her feeling in regard to the tempera- 
ture of a room? Why not? 

What decorations, pictures, exhibits, etc., should be placed on the wall? 
How placed on the wall? 

It is a violation of the Law to drive nails in the wall or woodwork or 
otherwise damage school property. 

The Law provides for school libraries. Explain the working of the 
Law. 

What books should be in a rural-school library? Make a list. A Bible 
should be in each schoolroom. 

Name some books that should not be in school libraries. 

When should the Library books be used? How used? How should the 
library be cared for? 

What is the Flag Law? 

LESSON IV. 

FIRST DAY OF SCHOOL. 

The teacher at work. 

The teacher should go to the schoolroom and put it in proper working 
condition and arrange her tools for work before the first day. 

The teacher should be at the schoolhouse before the pupils arrive. 



8 Principles and Methods. 

If an examination of records, etc., did not give the teacher the names 
of pupils, etc., before the first day, then these should be secured before 
nine o'clock of the first day, if possible to do so. 

Knowledge of school to be taught important. 

Importance of proper start. 

Teacher's tools in proper working order on first day. 

New decorations for schoolroom, up-to-date calendar, etc. 

Children enjoy new and interesting surprises the first day. 

Have the schoolroom in cheerful, business-like condition for the first 
day. 

Opening exercises: Read or repeat a Psalm; say Lord's Prayer; Sing 
"America," or a song all may know. 

Organizing the school. 

Classification of pupils, seating, etc. ; temporary, perhaps, for first day. 

Daily Program: Placed where pupils may see it. 

Arrangement of subjects. 

The study periods: value, time, etc. 

The recitation periods : value, time, etc. 

Directing and guiding the study; keep pupils busy. 

Get work done and results on the first day. 

What should be learned of a school before contracting to teach it? 

What should be learned of a school before the first day? 

What preparation should the teacher make for the first day? 

Why should the teacher have every moment of the school day planned? 

What supplies should be ready for use for the first day? 

What supplies can a teacher make or buy at little expense? Make a 
list in class. Later bring samples to the class of some made by teachers. 

The teacher will be measured and judged by the pupils on the first 
day's work. 

What is the psychological value of a good first impression? 

What should be accomplished on the first day? • 

When should seats be assigned? What principles should govern the 
assignment of seats? 

What should be the character of schoolroom decorations? 

What advantages to change decorations? 

What can the pupils and teacher do to secure proper playground 
equipment? What is the educational value of play? 

Children enjoy to do things of value for the home and school. How 
may the children aid in the care and improvement of school grounds, out- 
buildings, schoolhouse and decoration of schoolroom? 

LESSON V. 

PROGRAM — STUDY PERIOD — RECITATION PERIOD. 

The Program. 

Importance. Should be seen by all. Time arrangement. Order of 
subjects. Study period. Recitation period. Lesson assignment. Direct- 
ing and guiding study. Value of questioning. Harm of questioning. 
Alternation of classes (classes should never be alternated if possible to 
avoid it). Special-Day programs. When should writing and drawing 



Principles and Methods. 9 

come? Arithmetic, etc.? Why is it unwise to deviate from the program? 

Study Period. 

Importance. Teaching how to study. Mistake to assume that pupils 
know how to study. Length of study period. Use of dictionary. Sup- 
plementary and reference books. Value of seeing correct forms of -letters 
in writing on blackboard, of figures, etc. Drills for accuracy. Getting 
the thought. Industrial handwork or busy work. Older pupils — should 
they help in preparation of material for younger children? Their own 
work? Of what value is such work to older pupils? When should 
direction be given for study? 

How much personal help should a teacher give? How much to the 
backward pupil, and when? 

How does the study period compare in value with the recitation period? 

Name profitable seat work. 

Why is it important to make special provision for the backward 
pupil? The bright pupil? 

Discuss: Lesson preparation, judging, reasoning, concentration, abil- 
ity to master ideas, general ability, skill in expression, inductive and de- 
ductive methods. School projects. Home credits, etc. 

Recitation Period. 

Purpose. Importance. Preparation by teacher, by pupils. Impor- 
tance of lesson plans. Time. 

Herbartian Five Formal Steps: Preparation, presentation, compari- 
son, generalization, application, and arousing interest. 

Use of devices, use of blackboard, drills, reciting by topics, questions, 
forms of answering; care of mechanical work, as passing papers, etc. 

Assignment of next day's lesson. 

What is the relation of good teaching to good class management? 

Distinguish between class management as a means and as an end? 

Is it vdse to have children critical of each other's recitations? 

Why is it important to consider the form or the wording of the ques- 
tions asked? 

Should the teacher repeat answers given by the pupils? 

Should pupils recite to the teacher or to the class? 

Why should all teachers prepare each lesson? 

What is the teacher's duty to the bright pupil? To the dull pupil? 

When children say they know but cannot tell, how well do they know? 
How clearly have they thought? 

If the pupil recites the words of the book, does he know the subject? 
How would you test the extent of his knowledge? 

What are the advantages of reciting by topics? 

What is a leading question? Why should it be avoided? 

Should children be encouraged to ask questions in class? 

Name the subjects or parts of subjects where drill work is necessary? 

Give some devices for drill work. 

How can you know when it is wise to discontinue drill work? 

What is the advantage of individual or group assignments occasion- 
ally? 



10 Principles and Methods. 

LESSON VI. 

REVIEWS — EXAMINATION — PROMOTION — SCHOOLS. 

Reviews. 

Why are reviews given? 

What is the value of review work? Oral? Written? 

When should reviews be given? How often? 

What are tests, purpose and character? 

How should reviews and tests be conducted? 

Who is benefited by reviews? 

How is the teacher benefited by reviews, the dull pupil, the class? 
Examinations. 

What is the educational value of examinations? 

What is the purpose of examinations? Advantages to pupils, teacher? 

Do pupils fail in examination when they have been well taught? 

Should pupils be told in advance when examinations and tests are to 
be given? 

What is meant by saying that a review should be a new view? 

What is the value of an outline prepared by pupils as a part of their 
review work? 

How is the test of pupils' ability also a test of the teacher's ability? 

What are the evil effects of cramming? 
ProTnotion. 

Why is p'romotion important? 

Discuss: Purpose, frequency, basis, methods, methods of grading, 
records, attendance, grades, reports to pupils and parents, reports to 
superintendents. 

All reports should be made promptly and accurately. 

Should a pupil be made to repeat a whole year's work when he has 
failed in one subject? Should such pupil be advised to take work out of 
school hours, summer school or private lessons? 

What are some of the advantages claimed for semiannual promotions? 

Should pupils be promoted solely on grades made in examinations? 

Why is it not possible nor desirable to conduct a school without records? 
Schools. 

Give advantages of a two-teacher school. A consolidated school. 

Discuss the following: District, rural, consolidated, township, city, 
county, and Barnes type of high school. 

Normal training and industrial courses. A unit of agriculture in 
every school. High-school tuition. Junior high schools. 

Athletics. Manual-training equipment. 

Certification of teachers. Instruction in English language. 

State supervisors. School Code Commission. Needed school legislation. 

LESSON VIL 

SCHOOL INCENTIVES — VIRTUES — EVILS. 

Incentives. 

Artificial stimulus to effort: Emulation, grades, prizes, special priv- 
ileges, reproof, punishment, etc. 



Principles and Methods. 11 

Natural stimulus to effort: Desire for good standing, knowledge, ef- 
ficiency, self-control, future good, sense of honor, sense of right, sense 
of duty, etc. 

What objections may be raised for the giving of prizes as incentives? 

Why is interest a good incentive? 

What incentives are most helpful in character training? 

The principle governing emulation: Should be excelling without de- 
grading others. 
Virtues. 

Discuss how to cultivate the following school virtues: Neatness, ac- 
curacy, silence, attention, industry, self-reliance, truthfulness, conscien- 
tiousness, politeness, obedience, promptness, proper dress, thrift, con- 
sideration of others, etc. 
Evils, 

Discuss how to deal with the following: Carelessness, laziness, tardi- 
ness, irregularity in attendance, tattling, whispering, lying, cheating, 
stealing, impudence, rebellion, improper language, profanity, bad habits, 
cigarette using, etc. 

What is the Truancy Law? How can you secure enforcement of the 
Law? 

What is the Law as to use and sale of cigarettes and tobacco? How 
can you secure enforcement of the Law? 

LESSON VIII. 

HEALTH — HYGIENE — SANITATION. 

Health Aids. 

Cooperation with health officer and nurse; hot lunches; foods — proper 
foods for children; encouraging pupils to keep a record of points of 
health and cleanliness, such as brushing the teeth, washing hands be- 
fore meals, drinking plenty of water, not drinking tea and coffee, sleep- 
ing with windows open, taking baths, proper clothing for summer, proper 
clothing for winter, care of clothing, etc. 

Discuss: What can a teacher do to provide relaxation and fresh air 
on a day too stormy for pupils to go outside? Why should different 
clothing be worn when the weather changes from warm to cold, or cold 
to warm? What is the relation of school hygiene to good order? What 
authority has the teacher as to sanitary conditions of the schoolhouse 
and grounds? What are the laws as to sanitation and hygiene? What 
do the laws require of the teacher? What is the teacher's duty in 
regard to contagious diseases? Why is a feather duster unsuitable for 
use in the schoolroom? Why should damp sweeping be practical? What 
consideration should be given a pupil whose sight or hearing is defective? 
Should a listless child be scolded? Should the same mental work be de- 
manded of all pupils? 



12 Principles and Methods. 

LESSON IX. 

DISCIPLINE — RIGHTS OF CHILD. 

Purpose of discipline: For the protection of the rights of each child; 
for the maintenance of the good name of the school as a whole. 

Discuss: Rules, appeals to honor, self-respect, respect for parents, 
respect for school, punishment, sarcasm (should never be used), reproof, 
ridicule, marking deportment, detention after school, keeping promises, 
threatening, being hasty, etc. 

Effect of games, honor system, rewards, incentives, approbation, de- 
sire to learn, curiosity, desire for right doing, fondness for work, service 
to others, school spirit, loyalty, responsibility and cooperation, future 
citizenship. 

The least punishment that will accomplish the end is the right one; 
the punishment should be the sequence of the offense. 

Why is nagging worse than useless? 

What is the relation of interest to discipline? 

What are the signs of a well-disciplined school? 

Of what value is discipline in school to the child in after life? 

Is it pedagogically sound to compel a child to learn a poem as a 
method of punishment? 

Will courage on the part of the teacher and respect on the part of 
the child go together? 

Should a teacher treat the offense of pupils as a personal matter or 
as committed against the school? 

Should a child be punished as an example to others? 

It is often effective to give an unruly pupil some responsibility. Why 
is this? 

Is it wise to have too many rules? 

What care should a teacher exercise in making rules and in enforcing 
them? 

Should a teacher be an autocrat in governing the school? 

Is there ever any necessity for corporal punishment? 

Is it wise for a teacher to punish a pupil when either one is angry? 

What do you consider the ideal relationship between teacher and pupil? 

LESSON X. 

THE TEACHING OF MORALS. 

First, by example of teacher; informally, using incidents in the 
daily school life; formally, by specific lessons, using everyday affairs of 
life, such as kindness, respect for the rights of others, good habits, 
truthfulness because it is right, and because it is good business; mora,! 
lessons from lives of good persons you know, and from history, etc. 

Why should teachers be worthy examples in moral conduct? 

What opportunity can the teacher make of the recess period for in- 
stilling good morals? 

Of what advantage is it to both teacher and pupils for the teacher to 
take part in the activities of the playground? 

Are appeals to honor effective? 



Principles and Methods. 13 

What is to be gained by teaching pupils to be "good losers" in games 
and contests? 

Should all children be treated alike in situations involving a moral 
issue? 

How may school spirit and school standards contribute to the develop- 
ment of morality? 

What is the relation of leadership to moral training? 

LESSON XI. 

MIND AND BODY. 

The brain and nervous system. Relation of nerves to the mind. Name 
principal parts of brain and function of each. 

Explain motor and sensory nerves. Name different sense organs. 
Importance of each to brain growth. Consciousness; subconscious mind; 
unconsciousness. 

LESSON xn. 

BRAIN CULTURE. 

Relation of health to efficiency of nervous system. 

Explain "A sound mind in a sound body." Correct physical condi- 
tions: air, exercise, nutrition, freedom from disease. 

Value of varied environment. 

Training for alert sensory and motor activity. Heredity. Brain 
diseases. 

LESSON XIII. 

SENSATION AND PERCEPTION. 

Define sensation and perception. 

How does the mind receive thought material through the senses? 

Explain why a blind or deaf child is retarded unless it has special 
training. 

How does a small child use its various sense organs to gain informa- 
tion? Training the senses. Rapidity and accuracy. 

LESSON XIV. 

THINKING. 

A concept is a general idea based upon a variety of perceptions. 
Formation and growth of concepts. Good concepts are based on broad 
and varied experience. 

Difference in the thinking of a child and an adult. 
Good judgment. Cause of faulty judgments. 
Ability to classify facts and measure cause and effect. 
Reasoning. Induction. Deduction. 



14 Principles and Methods. 

LESSON XV. 

MEMORY. 

The physical basis of memory; age, general condition of health, sur- 
rounding circumstances. 

Power to recall past images. Registration, retention, recollection, 
recognition. 

The law of association. Vividness. Repetition, recency, contrast. Do 
we forget or fail to recall? 

Some characteristics of a good memory. How can the memory be 
trained? 

LESSON XVL 

IMAGINATION. 

Difference between imagination and memory. Value of imagination 
in everyday life. 

What is meant by constructive imagination? By creative imagina- 
tion? Gathering material for imagination. Training the imagination. 
Relation to ideals. Day dreams. Ability to interpret word pictures. 

LESSON XVII. 

ATTENTION. 

Attention is the power of the mind to concentrate its energy upon 
one object of thought. 

Distinguish involuntary, nonvoluntary, and voluntary. 

Relation of attention to efficiency. How does interest effect atten- 
tion? Use of will to compel attention. 

Training in habits of attention. Concentration causes vivid im- 
pressions. 

LESSON xvin. 

THE WILL. 

Nature of the will. Is it independent, or dependent on other mental 
processes? 

The will is executive: it either causes and controls, or prevents ac- 
tion. 

Decision, indecision, reasonable decision, accidental, under effort. 

Training the will. Strong wills. Willingness. Obstinacy. Deter- 
mination. Morality. 

LESSON XIX. 

HABITS, INSTINCTS, AND EMOTIONS. 

Physical habits. Habit is the tending of the nervous system to re- 
peat an a,ct which has been performed once or many times. 

Effect of mental habits on brain tissue. Good habits; relation to skill, 
efficiency, fatigue, morality, age, personality, health. Bad habits. 

Instincts are racial habits. 

Instincts for eating, muscular action, walking, talking, crying, play, 
curiosity, imitation, fear, selfishness, pugnacity. 



Principles and Methods. 15 

Emotion is intensified feeling; mental and physical reaction. 
Love, sympathy, pity, patriotism, faith, sorrow, appreciation, con- 
fidence, cheerfulness, hatred, fear, anger, jealousy, depression. 

LESSON XX. 

THE SCHOOL A COMMUNITY CENTER. 

Opportunities of rural-school teacher. 

Relation of school to home. Teacher and Parent. School clubs. School 
gardens. Seed germination and testing. 

Cooperation with County Agricultural agent. Social meetings. Par- 
ent-Teacher Associations. 

The school district system. Annual meeting. Length of term. Pow- 
ers of voters. District Board. Relation of Board to school authority. 
E^aployment of teacher. Contract. (See School Law.) Care of build- 
ing. Janitor. 

Use of building for community meetings. 

School age. Compulsory attendance. (See truancy Law.) Suspen- 
sion of pupils. Common-school Diploma. 

Note. — It is a violation of the law to use the schoolhouse for dancing, card playing, or 
games of chance. 



THE MODEL TEACHER 

Realizes that the school exists for the child and not the child for the 
school. 

Is willing to give the poorest and dullest pupils every opportunity and 
encouragement to get the most and best they can from their school life. 

Believes in the worth and dignity of teaching. 

Is able to translate all school duties into character. 

Is a school teacher and not a school keeper. 

Realizes that the neglect of moral and religious training is fatal. 

Is a sympathetic student of subjects and pupils. 

Is broader than his schoolroom. 

Is a conscious part of the system. 

Knows definitely the relation his work sustains to the entire system. 

Is able to be a part of the system while removing from the machine 
as much of the mechanical as possible. 

Has sufficient energy, spirit, and personality to follow a general plan 
without losing individuality. 

Is consistently subordinate to rightful, rational authority sympatheti- 
cally administered. 

Is conscious of the fact that preparation is as necessary as life itself 
and should continue throughout life. 

Knows that only the good can aid in civilization and advancement. 



16 Primary Methods. 



PRIMARY METHODS. 
LESSON I. 

Define Methods — Primary Methods. 

Explain the following Methods of teaching Reading, and illustrate 
each: 

A, B, C. 

Phonic. 

Phonic and story. 

Word and object. 

Sentence, rhyme and action. 

Combination. 

Opening Exercises. 

Suggestions — five or ten minutes. Repeat a Psalm; say Lord's 
Prayer; sing "America," or a song all may know. During school year 
topics of interest, such as current events, etc., may be given as part of 
opening exercises in the morning or afternoon. A good song is always 
suitable, giving a poem in concert, etc. 

Chart Work — Word presentation — Reading. 

Presentation of new word: Show form in print of book and teacher's 
script; illustrate word with object in hand and drawing on blackboard, 
etc. 

Show new word on a word card. 

Present a model chart lesson. 

Note. — Equipment: Tools should be ready for use on first day of school. A Read- 
ing Chart, Word Cards, Letter Cards, Number Cards, toothpicks and corn, or colored stick 
and lentils, colored crayons, paper, pencils, etc. 

LESSON IL 

Model Lesson. — Primer. 

Illustrate preparation of lesson, word drills, rapid recognition of 
known words, spelling by sound, by letter, etc. 

Recitation, handling of pupils, etc. 

It is not wise to try to give the five- or six-year-old child reading mat- 
ter containing words that belong in third-grade work, and ask that he 
recognize, spell, write or pronounce them rapidly. The result of such 
efforts is sure to be slow progress, with lack of interest for the pupil 
and discouragement for the teacher. 

The use of the blackboard is necessary for word and phonic drill 
work, even though much chart and blackboard work is given before the 
books are placed in the hands of the children. The words given from 
the blackboard may be used in exercises to gain correct pronunciation, 
rapid recognition of words, correct spelling, etc., and the teacher can 
point to them so as to make sentences. This work will improve the slow 
reader. 



Primary Methods. 17 

Make the lessons interesting and pleasing for the children. Much 
depends on the manner of presenting a lesson. 

Word cards are a great help in the rapid recognition of known words, 
and in sentence building they assist the child to gain the correct use of 
words, punctuation marks, and capitals. The word cards will not only 
be instructive, but will keep the children busy while the teacher hears 
other classes. 

Never permit the children to put away their work until you have 
looked at it. Give the children words of praise when possible, and let 
them feel that you are interested in their work. 

LESSON III. 

Model Lesson. — Writing. 

Writing is best taught by letters, words, and sentences. 

Care should be taken to get arm movement and a free, easy holding 
of the pencil and pen. 

Let the children watch the teacher write a letter or a word on the 
blackboard; then let her write a letter or a word on the blackboard for 
each child in the class, and help each child to trace that letter or word. 
If the children trace the same letters or words many times on the 
blackboard, an easy arm movement is soon acquired, and at the same 
time a correct form is learned. 

In this way the children will learn to make the letters and words 
correctly. In the same manner letters and words may be traced on 
slates or paper. 

The beginners should also be given the figures in this way until they 
have learned the correct forms and can make them without help. 

All blackboard work should be in script. Teachers should never print 
words on the blackboard for the children, for in so doing the children 
have a form to learn which they should never use, and it is a waste of 
time for both teacher and pupils. 

LESSON IV. 

Model Lesson. — Numbers. 

Presentation of number values, with objects in hands of teacher, in 
hands of pupils. 

Using toothpicks, colored sticks, cards (with pictures of objects, dots, 
figures, etc.), paper designs for stringing on thread, illustrations on 
blackboard, etc. 

At seats as busy work, number boxes, etc. 

Examination of work at seats by teacher. 

Stick-laying exercises may be used to teach form, color and number. 

Example: Ask the children to find two red sticks, two yellow sticks, 
three sticks, five sticks, seven sticks, etc. Direct them to put so many 
sticks of each color together. The teacher may write the figures on the 
blackboard with colored crayon, showing the number of sticks of each 
color that are to be placed together. 

2— Course of Study—; 2895 



18 Primary Methods. 

LESSON V. 

Model Lesson. — Spelling. 

Give a spelling lesson by letter, oral and written, by sound. 

Give sample drills for aiding correct spelling. 

Phonic drills should be given from the blackboard and books, using 
such words and letters as the reading lessons require. 

Let the children become familiar with the sounds by repeating them 
after the teacher until they can do the work without help. 

The review words may be spelled by sound and used for drills in 
marking the letters. 

LESSON VL 

Model Lesson. — Study. 

What is the value of guiding and directing the study? 
Illustrate teaching pupils how to study a reading lesson. 
Illustrate teaching pupils how to study a number lesson. 
Ask members of the class for methods and helps. 

LESSON VIL 

Model Lesson. — Reviews And Drill. 

What is the value of Reviews? What is the value of Drills? Illustrate 
in class. 

Show value of variety for reviews and drills. 

Illustrate seat work; blackboard work for reviews and drills. 

Example, for use of word and number cards: 

May has a . 

John has feet. 

2 boys and boys are boys. 

1 hat and hat are hats. 

LESSON VIIL 

Model Lesson. — Addition, Subtraction. 

LESSON IX. 

Model Lesson. — Multiplication, Division. 

Show that multiplication is only a shorter method of division. 

LESSON X. 

Model Lesson. — Seat work, handwork, industrial. 

What is the value of seat work? Handwork? 
This work should be fully illustrated in class. 
Teachers should bring samples they have made or used. 

LESSON XL 

Model Lesson. — Games, Songs. 

What is the value of games? Of songs? 

Teachers contributing those they have used or know. 



^^mmaLMmfBm 



Primary Methods. 19 

LESSON XII. 

Model Lesson. — Schoolroom Devices. 

What is the value of educational devices? Decorative devices? 
Show or name devices. Tell how to make or where to buy them. 
If time permits, make devices for use in the schoolroom. 
Each teacher should secure her own material, such as will suit the 
needs of her school. 

Make a list of devices that teachers may make. May buy. 
Addresses where devices may be purchased. 

LESSON XIII. 

Model Lesson. — Language. 

To secure proper use of verbs, etc. 
Examples : 

Did you see Mary? Did John ring the bell? 

Yes, I Mary. Yes, John the bell. 

Ask each in the class to contribute to the lesson. 

Note. — Blanks may be filled in oral lessons, also by use of word boxes 
at seats and on paper or blackboard. 

LESSON XIV. 

Model Lesson. — Drawing. 

Only simple outline work should be given in drawing. This will serve 
to interest and please the children, and also give them a foundation for 
the future work of following years. Lessons illustrated in outline draw- 
ing may be copied by the children as busy work, using sticks, making 
familiar designs, as letters, chairs, tables, fence, gate, flag, etc. Broad, 
gray lines should be used, on blackboard and paper. 

Note. — Use adopted text, 

LESSON XV. 

Model Lesson. — Music. 

Use adopted text. 

What is the value of rote songs? How taught? etc. 

LESSON XVI. 

Model Lesson. — Proper Folding, Sewing, Clay Modeling. 

Paper folding and sewing may be used to aid in teaching color, form, 
neatness, etc. The children enjoy this work and it may be given as a 
rest from other work. 

Clay modeling may be used to teach form, neatness, etc., and to 
familiarize children with the names of the geometrical form. 



20 Primary Methods. 

LESSON XVII. 

Model Lesson. — Pictures, Holidays. 

Value of pictures, story value, rhyme, poems, etc. 
Holidays: Special lessons, for patriotism, etc. 

LESSON XVIIL 

Model Lesson. — Health, foods, clothing. 

Care of person: Keep out of danger; proper shelter; proper clothing, 
for winter, for summer, etc. 

Proper foods for children, proper drinks for children, etc. 

LESSON XIX. 

Model Lesson. — Home Geography. 
Directions, location of homes, etc. 

LESSON XX. 

Model Lesson. — Nature Study: 
Animals: Useful, pets, etc. 
Care of animals: Food, shelter, etc. 

Note. — Addresses where materials may be bought : 
Milton Bradley Co., Springfield, Mass. 
Hoover Bros., Kansas City, Mo. 
Thomas Charles Co., Chicago, III. 
A. Flanagan Co., Chicago, 111. (Perry pictures, etc.) 
Educational Pub. Co., Chicago, III. (Primary books.) 
Dennison Mfg. Co. Chicago, 111. (Crepe rope paper, etc.) 



TAKE HEART. 

Why court the shadows, friends. 
And grope in gloom and fear? 

Take heart; look always upward. 
Where the sun is beaming clear. 

We were not meant to languish. 
And yield to dark despair; 

The cloudy days are sent 
To make us prize the fair. 

— Ad. H. Gibson. 



Primary Methods. 21 



FAILURES. 

There are several kinds of failure; there's the kind men notice most, 

And it haunts them in their business like an ever-present ghost; 

But to fail in some endeavor that is launched by selfish gain 

Is a temporary setback and may never leave a stain, 

While the hurt -which cuts more deeply and forget we never can, 

Is to have our honor tested and then fail to play the man. 

Worse than any business failure is the failure to be true, 

To fail in kindly service when the chance is given you. 

There is no regret so bitter, when the past you look upon, 

As to know you've kept your roses 'til the friend is dead and gone ; 

And there isa't any failure quite so difficult to bear. 

However goes the battle, as the failure to be fair. 

The bitterest sort of failure isn't nsiissing wealth or fame — 
For a man may err and blunder and still keep an honored name, 
And a man may fail in conquest and still be a loyal friend 
And find his life successful when it's written to the end; 
But the failures that cut deepest when our book of deeds we scan. 
Are the mean and petty failures when we've failed to play the man. 

— 'Edgar A. Guest. 



22 Eeading. 



READING. 

These lessons are designed for both method and study. 
The institute instructor should so arrange the work that each lesson 
may serve as a model method of teaching. 

LESSON I. 
PRIMARY READING. 

Methods: Letter, Word, Sentence, and Phonic, etc. 

Letters of alphabet: How taught? Show how to teach a word, a sen- 
tence, and how to give phonic drills. 

Develop a lesson in each method. 

Tabulate drills. 

Define : Reading, Oral, Silent, a Letter, a Word, an Elementary Sound, 
Alphabet, and Syllable. 

• Note. — See Definitions and Phonic Chart on pages 27, 30. 

LESSON IL 

A Model Lesson. — A recitation for beginners, using primary reading 

chart and blackboard. 

Word and letter development and drills. 

Phonic drills, printed words and letters; word boxes, script words and 
letters in boxes. 

Each reading lesson especially in the beginning, should be a conver- 
sation, the pupils handling, seeing or showing objects that represent 
words, pointing to the printed word or words. (Never teacher-print, but 
book-print.) Pupils, with the object in hand, learn to recognize its name 
by sight more readily because the object is known to them and they are 
interested. 

Give exercises and games to aid in presentation of new words and for 
recognition of learned words. The joy of such will help to retain the 
words. 

Selection of new word by teacher and its illustration by object, pic- 
ture, drawing or action. One syllable word and small word. 

Recognition of the new word among other words by pupils. 

Letter and word drill, print and script. (But never print of teacher, 
as it is a form later not used. Do not let pupils print letters in words.) 

Use short sentences in reading lessons. 

Industrial Work: Cardboard letters and words, pupils finding letters 
and words at seats. 

A little time should be taken each day for phonic drills. Phonic drills 
not only aid pupils to grasp the new words, but aid them in developing 
their speech organs. Phonic drills greatly aid pupils who do not speak 
distinctly. . 



■ 



Reading. 23 

Place each new word, when presented to pupils, on the Mackboard in 
yellow crayon. The yellow crayon is attractive and easy for the eyes. 
Use a little time each day for pupils to point to the words, naming all 
those they know. This gives the teacher an opportunity to help the back- 
ward child with words not yet learned. 

Pupils should know sixty words, the period, comma, question mark 
and exclamation point before using a primer. The sixty words should be 
words found in the primer to be used. Make many sentences from known 
words in lesson and at seat from word boxes. 

Word Boxes: Secure thread boxes and cut the words for the boxes 
when wanted. Script words made by the teacher may also be placed in 
the boxes, and script words on the blackboard may be matched at the 
seats. 

After the pupils enter the book, the new words of each lesson should be 
shown to the pupils and developed. 

Define: Accent, Primary, Secondary Accent, Punctuation, Period, 
Comma, Colon, Semicolon, Question Mark, Exclamation Point, and 
Hyphen. 

Note. — Do not permit children to put away work until you have looked at it. Give 
words of praise when possible. 

LESSON III. 

A Model Lesson. — A recitation, beginning the use of the Primer. 

Develop a reading lesson with beginners. (Let teachers act as primary 
pupils.) 

One-half the time of the reading recitation should be devoted to drill 
and work upon the lesson, then the other half to its reading. 

Tabulate on blackboard (for teachers to copy) devices and drills to 
aid pupils in rapid recognition of words. 

Words and letters are the tools in reading with which pupils must be 
familiar. A part of the recitation must be devoted to word and letter 
study. Drill work is absolutely necessary that pupils may read without 
hesitation. Expression is essential from the beginning. The first sen- 
tence the pupil reads should be talked. 

Define: Equality Marks, Dash, Parentheses, Caret, Simple Word, 
Compound Word, Primitive, Derivative Word. 

LESSON IV. 

A Model Lesson. — First Reader recitation. 

Preparation of lesson, assignment, study period, drills, words and 
phonic. 

Teachers should study phonic chart, page 30. 

Define: Monosyllables, Dissyllables, Trisyllables, Polysyllables, Root, 
Prefix, Suffix, Affix. 



24 Reading. 

LESSON V. 

Model Lesson in use of devices. — Aids in teaching. 

Purposes: To give interest, to make the work concrete. 

Kinds : Objects, pictures, word boxes, "flash cards," drills, etc. 
Seat Wo7'k — Industrial. 

Letters: Print letters cut from cardboard. Script letters made by 
teacher, both small and capitals. Select letter for seat work. Match 
letters from blackboard. 

Word Cards: Words cut as needed and placed in boxes (thread boxes). 
Select letters and words from boxes for class and seat work. Match 
letters and words from blackboard. Build short sentences from copy and 
without copy. Fill in missing words from copy, etc. 

Number Cards: Numbers cut and placed in boxes as needed. 

Boxes : Containing toothpicks or colored sticks and lentils or corn. 

Paper folding, paper cutting : Cutting pictures, letters and words from 
old papers and magazines. 

Blackboard Work: Use white and colored crayons. Children should 
use the blackboard daily. 

Making objects that represent names or number. 

Making letters and figures, writing words. 

Children wish to be busy; keep their little hands busy with pleasant 
and useful occupation. 

Seat work should be an aid in the learning process, and not just 
occupation of time. 

Define: Phonetic Spelling, Pronunciation, Orotund, Guttural, Orthoepy, 
Orthography, Syllabication, Elocution. 

LESSON VL 

Model Lesson. — Seat Work. 

Aids for rapid recognition of words, using known words for seat work, 
blackboard work. 

Writing words. 

Filling in missing words at seats, at blackboard. 

Ask teachers to bring to the class, for use, devices which they have 
prepared. 

Devices for reading and language. 

Show how to prepare devices. 

Materials, and where secured. 

Cost of devices. 

Tell where devices may be purchased. 

Define: A Vowel, Diphthong, Proper Diphthong, An Improper Diph- 
thong or Digraph, Triphthong, Dentals, Linguals, Palatals, Subvocal Let- 
ters, Aspirate Letters. 

Note. — ^Hoover Bros., Kansas City, Mo.; A. Flanagan Co., Chicago, 111.; Milton 
Bradley Co., Springfield, Mass.; Thomas Charles & Co., Chicago, 111. 



Reading. 25 

LESSON VII. 

Model Lesson. — Teaching pupils how to study. 

Define assignment, study period, word study, phonic drills, etc. 
How to use questions at close of recitation. 

Read selections for thought study, expression, general appreciation, 
information. 

LESSON VIII. 

Intermediate Lesson. — Discuss Second and Third Reader lessons. 

Study character of lessons, oral reading, silent reading. 

Teacher's preparation. 

Pupils' preparation. Word study, spelling by sound, diacritically 
marking words, defining words. Use of dictionary, etc. 

The recitation: Teacher's part, pupils' part. 

Review work: To hold what is learned; to aid backward pupils; to 
sharpen wits; to gain accurate attention. 

Ask teachers to give methods they have used, and illustrate. 

LESSON IX. 

Model Lesson. — Dramatization, by instructor or teachers. 

Purpose of action lessons. Value in expression, suitable lessons. Use 
for special-day programs. 

Dramatization should be used little and with great care. 

Never dramatize a lesson showing cruelty or anything other than that 
which is pleasant and of benefit. 

LESSON X. 

Model Lesson. — Use of poems. 

Poems suitable for children, yet giving literary value. Use, joy and 
benefit of rhythm. 

Select poems from adopted readers for use in model lessons, if con- 
venient to do so. 

LESSON XL 

Model Lesson. — Use of dictionary. 

Study Phonic Chart. 

Teachers reporting on Dictionary use in the grades from third grade 
to ninth grade. 

A phonic drill by different teachers in the class. 

Show value of phonic drills to voice and speech. 

LESSON XII. 

Model Reading Lesson. — Study Phonic Chart. 
For Inflection, rising, falling, circumflex. 
Kinds of force : Radical, median and final stress. 



26 Reading. 

LESSON XIII. 

Model Lesson. — For quality. 

Selections for moral lessons: Kindness, health, thrift, patriotism, 
Americanization. 

LESSON XIV. 

Model Lesson. — Fourth Grade. Assigned by instructor. 

Preparation : Word study, spelling, spelling by sound, marking words, 
using dictionary. 

Selection; From adopted Reader. 

LESSON XV. 

Model Lesson. — Fifth Grade. Assigned by instructor. 

Preparation: Word study — all new and difficult words. 
If a lesson containing geography or history, develop the lesson, using 
questions that will bring out those features. 
Selection: From adopted Reader. 

LESSON XVI. 

Model Lesson. — Sixth Grade. Assignment by instructor. 
Preparation: Word study — all new and difficult words. 
Drill teachers for expression, thought, etc. 
Selection: From adopted book. 

LESSON XVII. 

Model Lesson. — Seventh and Eighth' Grades. 
Preparation: Both teacher and pupils. 
Selections: From adopted books. 

LESSON XVIII. 

Model Lesson. — Bible reading. 

Preparation: Importance of children's interest in Bible stories. 

Selections: Psalms. 

LESSON XIX. 
Supplementary Reading. 

Need of reading several texts. 

How to secure: State approved list. 

When to use : After state-adopted books have been used. 

How use: For drills in reading, information, increasing vocabulary, 
expression, thought study, etc. 



Reading. 27 

LESSON XX. 

Review. — Instructor selecting that which seems most needed by the class. 



DEFINITIONS. 

Reading is the art of getting ideas from the printed or written page. 

Oral Reading is the art of uttering ideas understandingly, correctly, 
and effectively. 

A Word is a spoken or written sign of an idea. 

A Letter is a written or printed character used to represent an elemen- 
tary sound. 

An Elementary Sound is the simplest sound of our language. 

The English Alphabet contains twenty-six letters. 

Letters in respect to their form are divided into small and capital 
letters. 

Letters in respect to their sounds are divided into vowels and con- 
sonants. 

A Syllable is a word, or part of a word, that is uttered by one impulse 
of the voice. 

Accent is an increased force of the voice upon one or more syllables of 
a word. 
Primary Accent is the principal accent, marked thus ( ^ ). 
Secondary Accent is a slight, or less forcible, accent, marked thus ( ' ) . 

Punctuation is the use of certain marks or characters to aid the reader 
in understanding the thought of the writer. 

A Period (.) is placed after every telling sentence, or commanding 
sentence, an abbreviation, a title of a selection, or the initial 
letter of a name. 
Example : The sun is bright. Close the door quietly. Mister z= Mr. 
The Grateful Swan. A. Lincoln, for Abraham Lincoln. 

A Colon (:) is used after such as the following: 

Example: The boy had the following articles: one knife, a top, six 
marbles, etc. 

A Semicolon (;) is used when statements are united in a long sentence. 
Example: Work is no disgrace; but to be idle is wicked. 

A Comma (,) is used to separate words to make the sense clearer. 
Example: George, Henry, and James went home. 

A Question Mark, or Interrogation Point (?), is placed after a word or 
sentence used to ask a question. 
Example: Has he gone? Where is my book? 

An Exclamation Point (!) is placed after a word or sentence used to 
express strong feeling. 
Example: Alas! we are lost. 



28 Reading. 

A Hyphen (-) is used to connect the parts of a compound word, or to 
show that part of a word is carried to the next line. 
Example: Odd-looking. That boy out in the street will pro- 
voke a quarrel. 

Quotation Marks (" ") are used to inclose the exact language of another. 
Example: The man said, "John is a good boy." 

An Apostrophe (') is used to show ownership, or that a letter or letters 
are left out of a word. 
Example: John's book. I'll, for I will. 

Equality Marks ( = ) show that two or more signs or characters are 
equal. 
Example: oi = cy as in boy. 

A dash ( — ) is used when some change in the thought occurs. 

Example: Yes, I can go — no, now that I think of it, I cannot go. 

Parentheses () inclose a word or words used to explain. 
Example: The boy (Henry Brown) is coming to-day. 

A Caret (/\) is used in writing to show that something has been left out. 

town 
Example: James went to yesterday. 

A 

A Simple Word is a single word, and may be either primitive or deriva- 
tive; as, man, kindly. 

A Compound Word is one that is composed of two or more simple words; 
as odd-lo'oking , writing-book. 

A Primitive Word is one which is not derived from any other word; as, 

great, boy. 
A Derivative Word is one which is formed from some other word by 

adding something to it, or by changing the word; as, greatness, 

capture. 

A Monosyllable is a word of one syllable; as, joy. 
A Dissyllable is a word of two syllables; as, great ly. 
A Trisyllable is a word of three syllables; as, joy ous ly. 
A Polysyllable is a word of four or more syllables; as, exceedingly, 
in com pre hen si ble. 

The Root of a word is the primitive part, or that part which is not de- 
rived from any other word ; as, vian in the word man ly. 

A Prefix is a syllable or combination of syllables joined to the beginning 
of a primitive word; as, un in unkind, dis in dis agreeable. 

A Suffix is a syllable or combination of syllables joined together to the 
end of a primitive word ; as, ly in woman ly, ing in play ing. 

An Affix is either a prefix or a suffix. 

Phonetic Spelling is uttering, in their proper order, the elementary 
sounds of which a word is composed. 

Elocution is the expression of thought and feeling by voice and action. 

Orthoepy is the art of correct pronunciation, or utterance of words. 



mm 



Reading. 29 

Pronunciation is the act or mode of uttering words or parts of words. 
Orthography treats of letters, syllables and words, and teaches correct 
spelling. 

Syllabication is the proper division of words into syllables. 

A Vowel is a letter which represents an unmodified or uninterrupted 
tone of voice. 
The Vowels, including w and y, are a, e, i, o, u, w, and y. The other 
letters of the alphabet are consonants. 7, u, w, and y are some- 
times consonants. 

A Diphthong is the union of two vowels in a syllable; as, oi in hoy, ou in 
thou, ea in eat. 

A Proper Diphthong is the union of two vowels in a syllable, both of 

which are sounded; as, oi in oil, and ow in now. 
An Improper Diphthong, or Digraph, is the union of two vowels in a 

syllable, one of which is silent; as, ai in aid, and oa in loaf. 
A Triphthong is the union of three vowels in a syllable; as ieu in lieu. 
Dentals are letters whose sounds are modified by the teeth. 
They are j, s, z, ch, sh, zh, soft c and g. 

Linguals are letters whose sounds are modified by the tongue. 
They are d, I, n, r, t, y, aspirates th, and subvocals th. 

Palatals are letters whose sounds are modified by the palate. 

They are k, q, x, hard c, hard g, and ng. 
As to the nature of the sound represented, consonants are divided into 

subvocals and aspirates. 
Subvocal Letters are those whose sounds are modified by the organs of 
speech, making an undertone. 
The subvocal letters are b, d, hard g, j, soft g, I, m, r, v, iv, y, z, sub- 
vocals th, zh, and ng. 
Aspirate Letters are those which represent a mere breathing, generally 
modified by the organs of speech. 
The aspirate letters are c, /, h, k, p, q, s, t, aspirates th, ch, sh, and wh. 
A Guttural is a sound articulated between the tongue and soft palate, as 

k in cow, g in go. 
An Orotund is a sound characterized by full, clear and smooth tones. 



30 



Reading. 



PHONIC CHART. 



YOWEL SOUNDS. 



i as in girl 

o " ** old 

o on 

Q " " to 

6 *' ** I6v^ 

o or 

Q " '' WoW 

o *' '' la'bor 

ti ** ** tis^ 

ii '* '' up 

u " *' fur 

u *' ** put 

U ** ** rud^ 

oo *' *' moon 

db ** ** ld6k 

oi as in oil, unmarked. ou as in out, unmarked. 

The modified long vowels in unaccented syllables are 
indicated by the modified macron ("), thus: — 



a as in at^ 


a '' " 


at 


a '' *' 


arm 


a *' 


aU 


a ** ** 


ask 


^ '* 


wa§ 


a 


' air 


e *' * 


' me 


e 


egk 


e " * 


' ther^ 


e ** * 


' her 


§ '' * 


' thek 


i *' * 


• IQk 


1 '* " 


it 


i *' ** 


ma ghin^' 



a 
e 



as 



in 



ell' mat^ 
e reef 



1 
6 
u 



as 



m 



i de'a 
6 be^' 
u nit^' 



EQUIVALENT YOWEL SOUNDS. 



a = 


= e as in tlie^ 


a-= 


= 


' ** or 


A 

a = 


= e ' 


* *' tlier^ 


e^ 


= i * 


* ** va lis^' 


B = 


= 6 * 


' ** la'bor 


1=^ 


= y * 


' "fly 


i = 


= y * 


' '' M'hf 


i = 


= e ' 


' '* her 



oi = oy as in boy 



o 

A 

u 
ii 



Sj as m wg.§ 



o 
e 
i 



lov^ 
her 
girl 
tQ 

wo^ld 
rud^ 
put 
ou == ow as in owl 



oo = o 
db= o 
oo=u 
d6 = u 



Reading. 



31 





€ 
g 



as 



m 



CONSONANT SOUNDS. 



eat 
gSt 



k 


as 


in 


g^m 


§ 


(( 


a 


1§ 


n 


(( 


(( 


think 


th 


(( 


(i 


them 



EQUIVALENT CONSONANT SOUNDS. 

f = ph as in Ralph 



S = Q 


as 


in 


nig^ 


k-€ 


n 


n 


eat 


j =k 


(( 


a 


gem 


Z =§ 


(( 


n 


i§ 


ng = n 


t( 


n 


think 



ks = 


= X 


(( 


it 


w 

OX 


sh=: 


= Qh 


(( 


a 


ma Qhin^' 


kw= 


= qu 


(( 


i(. 


qult^ 


gz = 


= X 


(( 


u 


ex ist' 



PUNCTUATION MARKS USED IN PRINT- 
ING AND WRITING. 



Period 


! Exclamation Point 


Colon 


- Hyphen 


Semicolon 


*' " Quotation Marks 


Comma 


' Apostrophe 


Question Mark, or 


= Equality Marks 


Interrogation Point 


-— Dash 




( ) Parenthesis 



DIACRITICAL MARKS. 
Macron a as in ate 



Breve a 

Two Dots a, 

One Dot a 

Cedilla g 

Tilde, or Wave e 

Caret a 

Suspended Bar § 

Modified Macron a 



at 
all 
ask 

Qity 

her 

air 

eli'mat^ 



Silent letters are marked thus, ^ as in atH 



32 Spelling. 



SPELLING. 

Technical orthography should play an important part in the study of 
spelling. 

The instructor should s.o conduct the recitations that they will serve 
as models for method. 

LESSON I. 

Define: Etymology, Orthography, Spelling, Pronunciation, Enuncia- 
tion, Idea, Word, Alphabetical Equivalents, Vowel, Consonant, Digraph, 
Trigraph, Diphthong, Triphthong, Syllable, Monosyllable, Dissyllable, 
Trisyllable, Syllabication, Prefix, Suffix, Affix, Derivation, Synonym, 
Antonym, Anagram, Homonym, Homophone, Homograph, Accent, Penult, 
Antepenult, Philology. 

LESSON IL 

Diacritical marks: Forms; names; uses. 

Discuss fully: Compound words; use of hyphen; words from foreign 
languages; word analysis, prove its advantages; basis for grading 
pupils in spelling (important). 

LESSON in. 

THE VOWELS. 

Name. Give sounds. Name the sounds. Key lists for their sounds. 
Exemplify the voice-glide for e, i, and o. 

LESSON IV. 

THE VOWELS — [CONTINUED]. 

Each teacher to make a twenty-word list of each vowel. Class mark 
diacritically, verify, and practice on spelling and pronunciation. 

LESSON V. 

THE FOUR INDEPENDENT DIPHTHONG SOUNDS. 

Groups of letters composing diphthong sounds. Arrange twelve words 
in each column of four groups according to the sounds represented. 
Mark and respell to indicate the pronunciation. List all the words con- 
taining these four sounds found in Whittier's The Barefoot Boy. Name 
the vowel and digraph equivalents. 

LESSON VI. 

THE CONSONANTS. 

Name the consonants. Name those having more than one value. 
Illustrate them. Mark and respell. Illustrate, mark and respell for the 
digraph ch. List the additional equivalents for consonant letters and 
digraphs with key words. Mark and respell. 



Spelling. 33 

LESSON VII. 

SOME RULES FOR SPELLING. 

Study and apply the rules for properly spelling the following: trav- 
eler, worshiping, reference, planning, dying, dyeing, shoeing, singeing, 
hateful, driest, icily, babylike, hospitality. Add other examples. 

LESSON vm. 

MISCELLANEOUS. 

Plurals, abbreviations, meaning of words and their application. Pref- 
erential pronunciation. Synonyms. Antonyms. Homonyms. Homophones. 

LESSON IX. 

MISCELLANECiJS — [CONTINUED] . 

Syllabication. Suffixes. Prefixes. Diminutives. Make list of affixes: 
Greek, Latin, English. Obsolete words. Radices. Doublets. 

LESSON X. 

Dictation exercises: Value, kind of material, when used, method of 
use. Discuss its variation to suit the different grades. Teachers pre- 
pare and bring to class examples suitable to each grade. Compare type 
used for eighth grade with that used for second and third grade. 

LESSON XL 

Accent: Kinds; define each; how indicated? Explain radical and 
terminal. Discuss uses of accent. The rules of accent. Prepare for 
class drill a list of thirty words with which they are not familiar. Each 
member of class prepare ten sentences each containing choice words for 
practice in accent. 

LESSON XIL 

Silent letters: Define, origin, number, name them, uses, illustrate 
each use, proportion used, how indicated, rules. Each teacher prepare 
carefully a list of twenty words exemplifying ten rules. 

LESSON XIII. 

Discuss capital letters and the rules governing their use. Punctua- 
tion marks: forms, names, use, rules. Instructor dictate a selection 
of 150 words. Have class exchange and correct. Discuss value. 

LESSON XIV. 

Devices: Let the teachers give examples and discuss all the devices 
known to them for making the teaching of spelling more efficient and 
the class work itself more attractive and thorough. 

3 — Course of Study — 2895 



34 Spelling. 

LESSON XV. 

The Dictionary: When to be used. Be specific as to the Dictionary 
adaptable to the several grades. Discuss habit, manner of use, value, 
care and location in schoolroom. Prepare a model lesson teaching its 
use, selecting fourth-grade pupils with no previous experience. 

LESSON XVL 

Instructor and class prepare a model lesson for a rural school of 
nine grades, using as a basis the adopted Speller, selecting third-grade 
pupils. 

LESSON XVII. 

Prepare a model lesson, using adopted Speller, selecting sixth-grade 
pupils. 

LESSON XVIII. 

Prepare a model lesson, using adopted Speller, selecting a group of 
eighth-grade pupils. 

LESSON XIX. 

Measuring scales: Instructor test the class on columns J, K, L, M, 
N, O, P, Q, R, of Ayer's Measuring Scale for Ability in Spelling. (It 
may be obtained of Russell Sage Foundation, 130 East Twenty-second 
street. New York City; 5 cents each.) (Test should be made before 
distributing copies.) County superintendent should have a copy for 
each teacher. Have full explanation and discussion. 

LESSON XX. 

Have a spelling-match, testing all the various types of contest known 
to members of the class. Use the time of two lessons if necessary. 



I— I 
I— I 



o 

CO 



W2 

O 
>— < 

U 
P 

H 

l-H 

o 

< 

o 
o 

w 

^^ 

O Ph 

g^ 



.;z: 
o 



P3 

C 
H 

O 
H 

w 

l-H 

o 



< 

O 



12; 

o 



o 






O « <u 





a 







C 73 "*^ 2 






03 &£ 



5 ® 






r£3 T3 "^ 

o) <y -^ •-■ ,— 
be ^ 

O) 03 g 



TO cs 



153 



0) r^ 



f-1 

b CD 



a 



bflg 






•^ t— I _c j_j 

C^-^ M P W C 

T3 5^ .y w C ^ 

r;:Hcr:; Qj-^ .i: Q 

S ;r; .t^ -M T3 T3 ft 

O'^ ^ M 0) 03 c 

^"w'T3 2 w 0) > 

.;-< o) ;3 4J (X) ^ -tJ 

^'O ra o 0) ^ 
csS ft CO 



g -M fcH -M TJ 

Sh 

o 



3-0 

^ ^ M 
g > OT 

C « C 

T3 o3 












m 



bX) 



CO ft ^ ^•'-' J:: 

0) O o 

:tJ bo w 

ft o 

m ^ 
ft ft o 

03 M 






03 



aj > OT 
ft o S 



pec Sh 

0-33 
cr o 




o 

Ul 

m 



'o 
> 

•f-t 

la 

I— < 

Pi 
•p-i 
u 
C 

o 

bfi 

O 
u 
u 
(A 

n3 

C 
c3 

>^ 

+3 



H 
W 


be 


►-J 


bS 




•73 


< 


ft 


H 








■73 
O 

a> 



■T3 
CD 

bo 
C 

o 
03 



rU O 



0) 

•4-> 












C O <U 




0) <U r-l 




^ V-H ft 




■^ S s 




«H ft CJ 




O X 




a» a; 




'^ -^ ^ 








ri3 a> ft 




4J OT O 




^ ^ ^ 




S o ^ 




o -^ -t^ 








p, 5fi T3 




PC 




if eS 05 




OJ +a 




® <,, C 








1— < 




m Q^ 




4J ^ X 




G ft <U 




ft *^ eS 




C k5 C 




CC r^ >i 


, 


-+^ ■+^ Q? 


OQ 


«^ M .C 


:2: 


riting 
equire 
that t 




Q 




:2; 


CO 


s ^ ^ 


H 


2-2 fl 




*" ^|- 


l-H 


>':a ° 


n 


O) w ?-i 




+^ c -^^ 




2 M 
!3 S +^ 


« 


W 


9. ^ -^ 
0) 


H 


^ Ph O) 


H 


rms 
1 in 
perf 


h-5 


J 


■S 12 


h-1 
< 




g 





w 


w - C3 




^* <u 




0) 5t 




Ec 2 «H 








-« ° ^ 




2 40 '^ 




rt *o "^ 




^ ^"^ 




M 




cu b« "^ 




^ C ±^ 




G3 .S •-* 




'^ r3 




M 03 




rson 
e re 
imes 






a; ,J3 -*J 




ft -^ ^ 




1— — 4 




^ g KS ^ 




<U 4J '2 








^ ft 




onl; 
lett 
for 







^1 



n 



o 
m 
m 



^> 1 



1 = 

fi fen 



Xi 



2-§ 

P O 

o ^ 

^ ft 

W O 

a "^ 

(D O) 
•73 S 

.0 s 

O 3 

•^ fl 
TS O 

O^ 

^ o 
ft <u 



IS 

TO f-t 



o 

d c 

■73 ^ 

O ft 
C3 >< 

^< 

,£3 

■*-' w 
■73 <U 

^ S 

I— I *'~' 

r^ -(J"73 

O ^H 

■+^ eS 

-M CO 





0) 
TO 


s 






(U 


cu 


X 


^ 


CIJ 


■+J 






br 


a; 


c 


t/j 




u 




ft 


ft 


id 


OS 





-M 





OS 


rn 










o 
o ta 

^ -rH 



C3 



,0 



bjO^ 

•s +^ 

.rl ft 
«.^ 

o 

•4J (D 
•4-S 

a «j 

o 

-M «H 
O 

C3 ^ 

W O 

^ X5 



cC o ^ 



fi 
o 
o 

^ ft 

g s 

o 8 

O 0) 



■73 






^-> o 

CS o 

^ fi 

be I— I 

fi 



M s 



OS ^ 

ft ■«^ 



pfi C 
+3 .^ 



OJ o 

!— 3 -)J 

• r-H 

'73 O 



O •FH 

<u ft 

-(-5 •!-< rC 

■^ fi 

ci m d 

^5 S 

—. f-i fi 

05 ^3 a 



ft 



M 0) 

3 s 



fi +* 



« fi 03 

ft 5J bo 

CJ ^ y 

fl5 CS rt 



0) 

r£3 



pfi 



^ > 



^4 

t3 
-(^ 

fi 

s 

> 
o 

s 



PS fi 

■^-> 03 

fi a> 

o o 

>j to 



O 

o 
Xi 

.s -^ 

fi fi .S 

C« rO X 



O 
O 
M 

> H 

o o 

CO M 

GO ^ 

H O 

I— 1 
> 

Q 
O 



n3 
<V 
^3 

• l-H 
> 

•F-4 

'73 
0) 
OS 

o 
o 

fi 
a> 

> 

to 

03 
0) 

ft 



fi 
O 



O 

O 

o 

03 
(U 

o 

«H 

0) 
4-» 
ft 
O 
•73 

OS 

Oi 

OS 



4- 

o 



o 
o 



O 

o 



T CO 

el w 

■to O ' 

e OT 0^ 

o 
fi 



Writing. 39 

LESSON VI. 

TWO DIVISIONS OF THE BOOKS. 

GROUP I. 

The books belonging to group I are exclusive form-building books. In 
them the details of instruction should cover the following outline: 

1 Correct manner of holding the pencil or pen. 

2 Correct placement of the paper. 

3 Correct posture of the body. 

4 Correct concepts of the forms to be made. 

5 Correct position of the work on the page. 

Each of these five fundamental factors pertains specifically to the 
subject of form. This makes a large program for the pupils of grades 
I, II and III, and yet nothing can be omitted. The letter forms in these 
grades should be drawn with the utmost pains. No process is so effective 
in building perfect mental concepts as drawing. The most expert peri- 
men would work laboriously over the details of form, drawing and re- 
drawing them with unlimited patience, to enable them to visualize the 
perfect outlines. Pupils who are properly taught in the first three 
grades will possess the power to visualize letter forms in a manner ap- 
proaching the ability of experts. 

No arm movement should be attempted in the first three grades. The 
motor centers in the brain and the motor nerves are not sufficiently 
developed to make the undertaking practicable. More can be accom- 
plished in a month after the pupil reaches the age of sufficient develop- 
ment in the motor organism than can be done in many months previous 
to that time. The time in the first three grades is required for im- 
portant work that can and must be done in these grades. 

It is an utterly mistaken notion that pupils luill be handicapped in 
learning the arm movement later if they have been permitted to write 
with their fingers in the earlier grades. Penmanship teachers in busi- 
ness colleges have for generations been making thousands of good pen- 
men of their students, practically all of whom come to these schools with 
fixed habits of finger-movement writing. No well-informed person will 
venture to say that drawing interferes with arm-movement writing, or 
that training in drawing interferes ivith training in arm-movement 
writing. Why? Because the motor centers and the nerves which govern 
the fingers in drawing are different from those which govern the arm 
in arm-movement writing. When the pupil who has been properly 
trained in form building in the first three grades commences arm- 
movement training in grade IV, he retains his perfected concepts of 
forms and his correct habits of position and undertakes the task of 
training a different and recently made available set of motor centers in 
his brain and a different set of motor nerves, and those previously used 
gradually subside into disuse for writing. 



40 Writing. 

LESSON VII. 

In grades I, II and III pupils should be instructed and shown in the 
greatest detail the following elements of correct form building: 

1 How to sit at the desk. 

2 How to hold the pencil. 

3 How to place the paper. 

4 Where to place the pencil to commence the letter. 

5 How to proceed throughout the letter. 

6 How to terminate the letter. , 

7 Which part or parts of the letter touch the line. 

8 How the letter slants (the same with either hand). 

9 How large the letter should be. 

10 How the spacing should be arranged — 

(a) between letters; and 
(6) between parts of letters. 

11 How the different letters compare in height. 

12 How the lesson is to be distributed throughout the line. 

13 How to produce a fine, even quality of lines ; and 

14 How to compare their work with the lessons in the book. 
In the first three grades the pupils should not practice arm-movement 

drills; should UBe pencils {except that pens wxiy w\ell he v^ed in the la^t 
half of the third grade) ; should draw all letters with the utmost care, 
and should be required to attain a high standard of accuracy on each 
lesson before being permitted to take up the next lesson, 

GROUP II. 

The books belonging to group II (IV, V, VI, VII) are planned for 
movement training. Each book has a number of lessons devoted to mere 
movement drills at the beginning. The first two lessons in all of these 
books are the same. This simplifies the work of starting a school of 
mixed grades. It is planned that the mere movement drills will be 
sufficient to establish the arm-movement habit to the extent that may 
be reasonably required of each given grade. That this end may be 
accomplished it is necessary that the practice involve the following ele- 
ments : 

1 The practice must be with the pure arm movement. 

2 The practice must be rapid. 

3 The practice must be of sufficient duration daily. 

4 The practice must be kept up regularly. 

5 -The lines in the work must be light. 

LESSON VIII. 

The arm movement is produced by causing the arm to vibrate on the 
largest part of the forearm as it rests on the desk. The wrist and 
fleshy part of the writing hand must be raised slightly above the desk 
to prevent friction. The motions must be rapid, because speed in the 
motion will: 

1 Compel and intensify concentration. 



IHiiilMMilHMfli 



Writing. 41 

2 Cause the rapid destruction and consequent rapid recon- 

struction of the writing nerves and muscles, resulting 
in improved writing machinery. 

3 Establish uniformity and regularity. 

4 Hasten the establishing of the arm-movement habit. 

If possible it should be arranged to give fifteen minutes or more each 
day to the writing lesson. If the interest is properly aroused, which 
will usually be the case if the subject is presented properly, many pupils 
will manage, of their own choice, to find additional time for practice. 
Intensive practice, with relaxed writing nerves and muscles, for fifteen 
minutes each school day for twelve weeks (which is about the . time 
allotted to the mere movement drills) will do what may reasonably be 
expected to be done toward establishing the arm-movement habit in 
these grades. 

To produce light lines and to make the work uniform and compact are 
the three chief requirements in the mere movement drills. The light 
lines will indicate that the writing nerves and muscles were relaxed, and 
without this relaxation no satisfactory progress can be made. The 
down strokes should always be as light as the up strokes, and all strokes 
should be as light as it is possible to produce with the proper kind of 
pen. It should be the aim to make the work so compact that the paper 
will be entirely covered, but this should be done with extremely fine 
lines, and never with coarse lines. 

POSITION. 

In all grades the position at the desk should be the same. The manner 
of holding the pen or pencil should also be the same throughout all 
grades. The placement of the paper should be the same. The only 
difference in position in the two groups is that in group I the wrist 
and fleshy part of the hand may rest on the desk, whereas in group II 
they must always be raised slightly to prevent friction. The positions 
of arms, paper, hands and pencils or pens are illustrated on an ac- 
companying page and in each of the writing books. These should be 
minutely studied by the teacher and insisted upon for each pupil. 

LESSON IX. 

SCHEDULE. 

Each book provides sufficient material for nine months' work. The 
following schedule shows how the work should be distributed: 
Book I — Three lessons each four weeks. 
Book II — Three lessons each four weeks for eight months and 

review the ninth month. 
Book III — Same as for book II. 
Book IV — Two lessons each four weeks for the first three months. 

Three lessons each four weeks for the next five months. 

Four lessons the ninth month. ^ 
Book V — Two lessons the first four weeks. 

Three lessons each four weeks for the next four months. 

Four lessons each four weeks for the last four months. 



42 Writing. 

Book VI — Same as for book V. 
Book VII — Same as for book V. 

In the first three books all pupils will be working uniformly under a 
schedule of three lessons each four weeks. It is a good plan to try to 
cover one lesson each week for three weeks and use the fourth week for 
review. 

In the second group (books IV, V, VI, VII) all pupils will work uni- 
formly on two lessons for the first four weeks, and on the same two 
lessons. This will simplify the matter of starting these grades in a 
school of mixed grades. 

STANDARDS AND GRADING. 

The teacher should have a definite standard to be attained on each 
lesson for a passing grade, and the pupils should be required to reach 
this standard before being permitted to take up the next lesson. Having 
attained the required minimum standard the pupils should be passed to 
the next lesson, until the number of lessons specified under the schedule 
for the grading period (monthly, six weeks, or bimonthly) have been 
made. If there is still time left within the grading period under the 
schedule, pupils who have grades below 95 per cent on any lesson should 
be required to do more work on that lesson or on such lessons until the 
time is up. But pupils who make a grade of 95 per cent or higher on 
a lesson should be permitted to take up the next lesson without regard 
to the schedule. 

LESSON X. 

ILLUSTRATION. 

1. Suppose the teacher is grading at the end of each month. Under 
the schedule the pupil in grade IV is required to cover two lessons 
the first month. Should the pupil make these two lessons sufficiently 
well in one week for passing grades, he should be required to continue 
working on the same lessons (the poorer one most) until the month is 
up, unless he makes a grade of 95 per cent or higher sooner on each 
lesson. 

2. Suppose the pupil should make the two lessons required for the 
first month within the first week, or two weeks, and make them of a 
quality meriting a grade of 95 per cent or higher. This pupil should 
be permitted to pass to the third lesson without regard to the schedule. 

This plan will enable each student to advance individually according 
to his or her ability, and this without lowering the standard and without 
incurring extra work for the teacher. It will be found to be an effective 
incentive to secure earnest and continuous work from pupils. The best 
specimen the pupil is able to prepare of each successive lesson should 
be preserved by the teacher, and these best specimens should be the basis 
for determining the pupil's grades at the close of the grading period. 
The average of the specimens should be the grade. 



Writing. 43 

LESSON XI TO XX. 

MATERIALS. 

Pupils in grades I, II and III should use pencils, except that it is a 
good plan to have pupils in grade III use pen and ink during the second 
half of the year, or toward the close of the year, to become somewhat 
accustomed to these before entering upon the arm-movement work in 
grade IV. In grade IV and all above this grade all work in the writing 
practice should be done with pen and ink. No pencil work is of any 
worth-while value in these grades, since the undertaking is one of train- 
ing the writing nerves, and no such training results from pencil work. 
Fountain pens should never be permitted to be used in penmanship 
practice. They are actually detrimental, because they defeat the work 
of cultivating the sensitiveness of the writing nerves. 

The pencils for the lower grades should be with a rather large staff 
and with a lead that will admit of cutting to a fine point and that will 
hold such a point well, without being hard enough to permit of the 
pupil's gripping without showing the effect in the line quality. This 
requires a very careful selection, and for this work Hausam's Primary 
Writer No 12 is recommended. 

In selecting a pen the chief aim should be to select one that will re- 
quire definite nerve training to handle. A pen that is so coarse that 
pupils may grip the holder without producing heavy lines (as is the 
case with the fountain pen) is detrimental, because it does not work 
toward the training of the writing nerves. If the pen is too flexible and 
has such a fine point as to require expert skill to manipulate it, it is 
also worthless. What is required is a pen that can be handled by the 
average pupil and that will require actual training of the writing nerves 
to handle well. Such pens are the following: Hausam's Intermediate, 
No. 34, for grades III and IV; Hausam's Advance No. 58, for grades V, 
VI, VII and VIII. 

The penholder should be of material that can be held lightly, with 
i-elaxed muscles; that will absorb the moisture from the fingers; that 
will hold the pen firmly, and that has a proper weight. Such a holder is 
the Eagle Cork-top Penholder, No. 173. 

The ink should be black, free flowing, noncorrosive and such as will 
produce a very fine line. These ends are all met in Banker's black ink. 

Local dealers throughout the state should have these materials, as 
they have been recommended repeatedly; or they may be purchased from 
Hoover Brothers, 922 Oak Street, Kansas City, Mo. 

Note. — The instructor should assign the driU lessons to meet the needs of the teachers 
and complete the twenty lessons. 



44 Arithmetic. 



ARITHMETIC. 
^ LESSON I. 

GENERAL PRINCIPLES AND SUGGESTIONS. 

Economy and efficiency are the most important factors in teaching 
arithmetic. Knowledge to be real must be founded upon the actual ex- 
periences of the learner. Knowledge to be retained must be used. 

The processes of arithmetic should be used by each child through 
motive or interest. 

The essential aim in arithmetic should be to secure better habits of 
accuracy, reasonable speed, and short methods. 

Oral work should be emphasized. 

Facts and processes should be drilled upon until they become a part 
of the child. 

Results in all written and oral work should be checked and errors 
corrected. 

All rules and principles should be developed by the teacher and pupils. 

FIRST GRADE. 

This work is based on the Wooster Arithmetic, Book I, for Grade 1 — 
State adopted text. The book to be used in the hands of the children. 
Pages 3 and 4 should be carefully read by the teacher and the suggestions 
used. 

There are five important steps in the process whereby a child learns 
a number fact: 

First — To develop it. 
Second — To express it. 
Third— To apply it. 
Fourth — To memorize it. 

Fifth — To use it until it becomes automatic. 
The earliest development work should be based upon counting. 
When the child reaches that stage in his work where he needs to 
know how many 2 and 3 are, it is not sufficient for him to take the 
teacher's word that 2 and 3 are 5, but it is necessary that this truth be 
developed so that the child will know for himself. It is better for a 
child to count on his fingers than to guess and take the statement of 
others without knowing how to prove the fact for himself. When he 
once knows for himself he will not count on his fingers, or be for long 
slow in giving results. All that is then needed is drill for rapidity. 

After the child has learned that 2 and 3 are 5, he should then learn 
the symbols by which this fact may be expressed. 

In the third place, he must be able to apply the truth to the practical 
affairs of life. A child may be able to tell you that 2 and 3 are 5, and 
yet not know how many apples he would have if he had 2 and some one 
gave him 3 more. 



Arithmetic. 45 

Fourth, he must commit this fact to memory. It is not sufficient that 
he should merely be able to find it out, and express it. 

Fifth, he should make this truth so much a part of himself that he 
will not be conscious of giving a separate thought to it. The mere com- 
bination of 2 and 3 should suggest 5. 

The same principle should be applied to the four fundamental pro- 
cesses, each taken up after the preceding is well in mind. 

When the signs, -r, =, — , X, and -^ are given, they should be taught 
as plus, equal, equals, minus, multiply, and divide. 

Secure understanding first, then accuracy, and then rapidity. 
Work which a child does not comprehend is hurtful, both mentally 
and physically. 

When seat work is given, it should always be definite and later ex- 
amined by the teacher, and commented upon, even though hurriedly 
examined. Words of praise should be given, although correcting errors. 
Strive to make the children happy in their work. 

Seek to have the children feel the teacher a guide and helper, and not 
a faultfinder and critic. 

If the air of the schoolroom is not bright, cheerful and happy, it is 
physically hurtful to both pupiis and teacher. 

In all instances give work to suit the needs of the children. Some 
classes may be able to take more, some less, in a given time. 

Have original review work by both teacher and pupils. Each day's 
lesson should include in some form a review of the preceding lessons. 
Let the child build on what he knows, step by step. 
Drill, drill, upon each number fact presented.' 

Slow and thorough work at first means accurate and rapid work 
later. 

Let the children apply their knowledge of number facts in their daily 
life. 

Strive for order and neatness in all work. 

To each child give as much personal attention as possible. His whole 
future progress depends upon his understanding of the beginning work. 
Use the top or upper blackboard space for permanent illustrative work, 
such as the Alphabet, capital and small letters, the Roman Numbers, etc. ; 
and keep all the lower blackboard space, save what is actually needed 
for illustration, drill and study work, for the use of the children in in- 
dividual and recitation work. The lower part of the blackboard space 
should never be given to decorative work, but should be kept for indi- 
vidual use of the children during recitation period and other times. 

A child's mind naturally turns to numbers, and if carefully and prop- 
erly guided he will not likely ever be found deficient in his arithmetic. 

What errors must be guarded against in teaching counting? 
What value has number work with object teaching? 
When should object teaching be dispensed with? 

Discuss plays and games that may be used to make the child familiar 
with number groups. 



46 Arithmetic. 

First Month. Pages 7 to 20. 

Count to 10 or 20. Make figures from to 10. Use objects to show 
the value of each of the 9 figures. 

Recognition of groups of objects, 2, 3 and 4. 

For quick work use object pictures, dots and figures on cardboard, 
size 3 by 5 inches. These any teacher can make. The large figures may 
be cut from calendars and pasted on the cardboard. 

Let the children do work on the blackboard during the recitation. 

Do not try to teach the figures in the first lesson. Strive to place in 
the child's mind number facts and ideas. 

Each child should have a box of colored sticks or toothpicks. If 
toothpicks, they may be colored with red ink, thereby giving two colors 
for use. 

A number box, containing 5 figures of a kind up to 10, and the 
signs, +, r=, — , X, and -^-. Grains of corn or colored lentils may be 
placed in the boxes with the sticks. 

Each child should have a word box, containing 56 different words and 
the period, comma, question mark, and exclamation point. There should 
be three words of a kind for each different word. 

The teacher should have sticks, blocks, ^colored beads on rods, colored 
dots on cards, objects on cards, and figures on cards. Any teacher can 
make these with little or no expense. 

Seat work. After each oral lesson the little busy hands should be given 
some definite seat work. Children learn by doing things, and gain 
strength in activity; therefore, they should be given all the work which 
they can understandingly do. Children by nature are active, and will 
readily acquire habits of industry and be happy in activity, and thereby 
develop physically and mentally, but if idle in school they become listless, 
and not only fail to develop mentally and physically, but become more 
listless and grow weaker. 

The following may be used for first lessons : 
Show us 1 stick like this (red). 
Show us 11 sticks like these. 
Show us 111 sticks like these (red). 
How many red sticks have you? Find 2 red sticks and lay them on 
your desk. Drill in similar way with other objects. 

John, how many eyes have you? Show us 2 eyes on the blackboard. 
How many hands have you? Show us the figure that tells you how 
many hands you have. 

Designs made by the teacher on the blackboard, as window, triangle, 
square, etc., which the children can build on their desks with sticks. 

Groups of marks, || Z^ |{| = |||| etc. 

The large figures on calendars may be cut out and pasted on card- 
board, and given to each child. These may then be traced with pencils, 
in black or colors. But the tracing should be correctly done; that is, 
the tracing should begin and end correctly, as if writing the figure. As 
each figure is taken up, each child should be personally shown how to 
make the figure. 



Arithmetic. 47 

These number facts may be placed on the blackboard by the teacher 
and then shown on the desks by the children in figures and, words from 
their boxes: 

1 and 1 are 11 
11 and 11 are 1111 
1 and 11 are 111 
From groups of chalk pictures on the blackboard, let the children select 
the figures that represent the number. 

Second Month. Pages 20 to 35. 

Count to 30 or 50. Make figures from 9 to 20. Recognition of groups 
of objects 5 and 6. Use the combinations 2, 3, and 4, with and without 
objects. Use cards with picture objects, dots, and figures, and continue 
their use for all combinations given. 

The + and = signs may be used with some little written work. 
Present addition by means of objects and names of objects: 1 hat and 
1 hat are 2 hats. 

2 balls 1 girl 2 boys 

1 ball 2 girls 1 boy 



balls girls boys 

Subtraction by means of objects and names of objects: 

2 sticks take away 1 stick leaves 

4 hats take away 2 hats leaves 

Continue to review all preceding work. Seat work in combinations. 

Third Month. Pages 35 to 50. 

Count to 50 and 100. Make figures to 30. Name figures to 30. Recog- 
nition of groups of objects, 5, 6 and 7. Use the combinations, 2, 3, 4, and 
5, with and without objects. 

Drill on all preceding work, a little each day. Seat work in combina- 
tions. 

If Addition is thoroughly learned. Subtraction is not difficult. 

Subtraction by objects and names of objects. Teach sign of Sub- 
traction. 

2 tops 5 cents 3 boys 

— 1 top 3 cents 1 boy 



tops cents boys 

Drill with cards for rapid recognition of combinations, in both ad- 
dition and subtraction. 

Fourth Month. Pages 50 to 65. 

Count to 60 and 100. Make and name figures to 50. Read numbers 
to 30. Recognition of groups of objects, 5, 6, 7, and 8. Use the combi- 
nations, 2, 3, 4, 5, and 6, with and without objects. Use number cards 
for drill. Subtract by objects and names of objects. Measure inch and 
foot. Teach coins, 1 cent, 5 cents, and 10 cents. 

Continue to review all given work, and drill to place the facts well 
in the mind. 



48 Arithmetic. 

Apply all the number facts possible to the little life transactions that 
surround the children. Make little practical problems for oral work. 
Such as buying, giving, measuring, etc. 

Fifth Month. Pages 65 to 81. 
Count to 100. Make figures to 50 and 100. Write and read numbers 
to 50. Recognition of groups of objects, 5, 6, 7, 8, and 9. Use num- 
ber cards for drill. Use combinations, 3, 4, 5, 6, 7, and 8, in addition, 
subtraction, and some written wo"rk. 

Teach Roman Numbers to X, or in advance of those which occur 
in the Reading Lessons. 

Multiplication by means of objects. 
2 times 1 book are — books. 
2 times 2 hats are — hats, etc. 
Begin division in simple form: 

In 2 there are — ones. 
In 3 there are — ones. 
In 4 there are — twos, etc. 

This work should be developed by means of sticks or beads on rods, etc. 
Measure inch and foot, measuring done by the children. 
Thorough drill on all preceding work. 

Sixth Month. Pages 81 to 96. 

Write and read numbers to 75 or 100. Recognition of groups of ob- 
jects, 5, 6, 7, 8, 9, and 10. Use number cards for drill. Use combina- 
tions, 3, 4, 5, 6, 7, 8, and 9, with and without objects. 

Let the oral work tend to cause the children to think and reason. 

Count by 2's to 10, to 20. Count by 3's to 9, to 12. Count by 4's to 12. 

Count by Roman Numbers to X and name to XX. 

Multiply by means of objects and names of objects: 

2 fans 3 hats 2 tops 

X 2 2 3 



Explain use of multiplication and show that multiplication is only 
a shorter method of addition. 

Call attention to the fact that three ones added together equals three, 
and that three times one equals three. Thus: 

1+1+1=3 
3x1 = 3 

Teach coins, 25 cents, 50 cents, and $1. Measure inch, foot, and yard. 
Measuring done by children. 

Try to review all known number facts in little practical problems, 
such as buying, selling, giving, etc. 

Seventh Month. Pages 96 to 112. 
Write and read numbers to 100. Count by 2's to 50. Count by 3's 
to 9, 12, 15, 21; by 4's to 16. Count by 5's to 20; by 6's to 18; by 7's 
to 21. Recognition of groups of objects, 10, 11, and 12. Use combina- 
tions, 4, 5, 6, 7, 8, 9, and 10, in addition, subtraction, multiplication, 
and division. 



I 

Arithmetic. 49 

Let teacher and children give many original practical problems cover- 
ing all the work taught. Use number cards to gain rapidity. Teach 
half dozen and dozen. 

Measuring, pint and quart measures. Children using the measures. 
Apply all work possible to the daily life of the children and their sur- 
roundings. 

At all times give as much work as the children can do thoroughly. 

If a Seven Months' school, use as much of the work given for the 
eighth and ninth months as time and the ability of your pupils permit. 
The country boys and girls are physically and mentally able to do more 
work in seven months than children in town and city schools. 

Eighth Month. Pages 112 to 121. 

Write and read numbers to 100. Drill. Count by 2's to 50, to 80. 
Count by 3's to 9, 12, 15, 18, 21, 24; by 4's to 24; by 7's to 28; by 8's to 
16. Recognition of groups of objects, 10, 11, 12, and 13. Use combina- 
tions, 4, 5, 6, 7, 8, 9, 10, and 11, in addition, subtraction, multiplication, 
and division. 

Drill on Roman Numbers to keep in advance of those used in the 
Reader. Use number cards for rapid drill. Give as much drill in orig- 
inal practical problems, both oral and written, as the ability of the class 
permits. 

Ninth Month. Pages 121-128 — Book completed. 

Use combinations, 4, 5, 6, 7, 8, 9, 10, 11, and 12. Drill on the 45 com- 
binations, by means of number cards and blackboard. Drill on reading 
and writing numbers. 

Drill on reading Roman Numbers to XX, or XXX, or in advance of 
those used in the Reader. 

Review all tables given. Use measures for all oral class work. Have 
original work from children. 

Give as much practical problem work as time and ability of the class 
permits. Apply all work to the daily needs and surroundings of the 
children. 

Use number cards to gain rapidity. Strive to show the need and use 
of numbers. Seek to gain accuracy, understanding, and rapidity. Strive 
for neatness. 

LESSON II. 

SECOND GRADE. 

This work is based on Wooster Arithmetic, Book II, Part I. The 
book to be used in the hands of the children. Pages 3 and 4 should be 
carefully read by the teacher and the suggestions used. 

Assist the child to obtain number facts by means of development from 
objects, actual measuring, blackboard illustrations, etc. Then give suf- 
ficient drill to fasten these number facts in the mind. 

Provide frequent occasions for the use of number facts which the 
child has already acquired. Build up from what he knows, that is, lead 
from the known to the unknown. 

Give many concrete problems requiring the use of numbers learned. 

4 — CourB» of Study — ' 2896 



50 Arithmetic. 

Let these cover articles of food, clothing, measuring, etc:, closely related 
to the child's home and school life. Ask pupils to make original ex- 
amples. Let the pupils perform and act certain problems in recitation. 

Aim to have the children see the necessity for arithmetic and for the 
different processes. Children really enjoy only that which they know is 
worth while. 

Give much quick work in the fundamental operations. Counting by 
2's, 3's, etc. Drill especially on the 45 Combinations, on page 48, Wooster 
Arithmetic, Book II. Large figures may be cut from calendars and 
pasted on cardboard, thus making the 45 Combinations, which may be 
used to gain rapid recognition in class recitation. Naming results as 
rapidly as if counting. 

Strive to secure all written work at blackboard and seats, orderly and 
neat. 

First Month. Pages 7 to 25. 

Review all first-grade work, orally and written. 

Count to 100. Count by 2's, 5's, and lO's to 20. Write and read num- 
bers to 100. Combinations, with and without objects, through 12. Use 
objective development when necessary. 

Teach Roman Numbers in advance of those used in the Reader. 

Suit the work to the needs of the children. Give oral and written 
problems, making use of all known number facts. Let the work be 
definite and within the child's grasp. 

Teach the sign of Addition, -}-, plus. The sign of equality, =, equal 
or equals. 

Give much oral work that applies to the child's life, surroundings and 
business needs. 

Use dots and figure cards for the rapid recognition of combinations. 

Second Month. Pages 25 to 43. 

Combinations through 15. Continue use of number cards for rapid 
recognition. Count, read and write numbers to 100. Count by 3's, 4's 
and 5's. 

Teach the sign of subtraction, — , Tuinus. Give many practical oral 
problems in subtraction. 

Teach Roman Numbers in advance of those used in the Reader. 

United States money, quarter, half-dollar, and dollar. Use practical 
problems for money drill. 

Teach the sign of Multiplication, X, means multiply, and is called 
times. Show that Multiplication is only a shorter method of Addition. 
Call attention to the fact that five twos added equal ten, and that five 
times two equals ten. Thus: 

2 + 24-2 + 24-2 = 10 
5 X 2 = 10 

Give practical oral problems for multiplication drill. Let all work be 
definite, neat, and thorough. 

Third Month. Pages 43 to 59. 
Combinations in Addition, Subtraction, Multiplication, and Division to 
21. Drill on writing and reading numbers. Drill on the 45 Combinations, 



Arithmetic. 51 

by means of cards, blackboard and book, until the children can give the 
sums as rapidly as if counting. 

Roman Numbers in advance of those used in the Reader. 

Teach the sign of Division, -^, means divide, and is read, divided by. 

Develop the fractional parts of numbers by objects, as V2 of 6 books 
is — books, etc. 

Develop table of Long Measure, inch, foot, and yard, children using 
correct measures. Give practical problems for drill. 

Develop Liquid Measure. Use the correct measures, gill, pint, and 
quart. Drill on practical problems, children using the measures for 
many of the problems. 

Fourth Month. Pages 59 to 79, 
Drill on combinations, Addition, Subtraction, Multiplication, and Divi- 
sion, to 25. 

Roman Numbers in advance of those used in the Reader. 
Develop Dry Measure. Use the correct measures, pint, quart, peck 
and bushel. Children using the measures in recitation. 

Teach the dollar sign, $1. Count by 2's, 5's and lO's to 100; by 3's to 
42; by 4's to 24. Recite the Tables of I's, 2's, and 3's. 
Teach Time Measure. Give such work as: 
1 v^^eek has — days. 
1 month has — weeks. 
1 year has — months. 
Be sure each child can tell the time by the clock. 
Develop: % of 4 books is — books. 

Vs of 3 eggs is — eggs, etc. 
Continue to drill on all former work given. 

Fifth Month. Pages 79 to 98. 

Combinations, in Addition, Subtraction, Multiplication, and Division, 
to 31. 

Roman Numbers to L, or in advance of those used in the Reader. 

Write and read numbers in any hundreds. Drill on all Tables given, 
with and without written work. Use practical problems for all original 
work. 

Count by 3's to 60; by 4's to 32; by 5's to 100; by 6's to 42. Recite the 
Tables of 3's and 4's. 

Teach 16 ounces (oz.) make 1 pound (lb.). Illustrate the weighing 
of ordinary articles from a grocery store. Borrow scales if necessary. 

Recite the Table of 5's. Use number cards for rapidity. 

Sixth Month. Pages 98 to 113. 

Drill on combinations. Addition, Subtraction, Multiplication, and Divi- 
sion, to 41. 

Roman Numbers in advance of those used in the Reader. 

Write and read numbers in any hundreds. Drill on all Tables given. 
Give problems, oral and written covering all Tables taught. 

Continue to count by 2's, 3's, 5's and lO^s to 100. Count by 6's to 48; 
by 7's to 35; by 8's to 32. 



5^ Arithmetic. 

Constantly bear in mind that which has been given, and keep up a 
continuous review, that all work given may be definitely fixed in the 
child's mind. 

Strive for thoroughness. Apply all known number facts in practical 
problems, relating to food, clothing, farm products and natural sur- 
roundings of the children, in both business and pleasure. See that the 
book serves the need of the child. 

Seventh Month. Pages 113 to 129. 

Combinations, Addition, Subtraction, Multiplication, and Division, to 
51. Drill for accuracy and rapidity., 

Roman Numbers in advance of those in the Reader. 

Drill on all Tables given. Drill on counting by numbers. County by 
6's to 54; by 7's to 42; by 8's to 40; by 9's to 36. 

Apply Tables to practical problems, farm products, measuring rooms, 
desks, tables and boards. Purchasing goods by yard, foot, pint, quart, 
bushel, pound, etc. 

Be sure the slow child understands the process of all work given. 
Supplement the work where needed. Suit all the work to the needs of 
the child. 

If a Seven Months' school, use as much of the work given for the 
eighth and ninth months as time and the ability of your pupils permit. 
The country boys and girls are physically and mentally able to do more 
work in seven months than children in town and city schools. 

Eighth Month. Pages 129 to 135. 

Drill on combinations to 60. Drill on the Multiplication Tables. 

Roman Numbers in advance of those in Reader. Drill on the Multipli- 
cation Tables. Apply the Tables taught in daily business problems. 

Keep the slow child active in the recitation and be sure he understands 
all work given. Strive for accuracy and neatness. Give as much extra 
work as time and ability of the pupils permit. 

Use the 45 Combination number cards for rapidity. Keep all work 
within the grasp of the child. 

Ninth Month. Pages 135 to 139. 

Give a complete review of all work presented in Part I. Thoroughly 
review all Tables taught. Give practical original problems, using all 
Tables taught. Use simple forms of analysis for certain problems. 

Treat the material in the book as a guide and give the class the work 
that suits the needs of those particular children. Give each child as 
much personal attention as possible. Be sure the slow child understands 
the work. Speed may come later. Strive for accuraJcy, thoroughness 
and neatness. 

LESSON III. 

THIRD GRADE. 

This work is based on the Wooster Arithmetic, Book II. The book 
to be used in the hands of the pupils. The outline includes a complete 
review of all the work given in the second grade or seaond year in school. 



Arithmetic. 53 

In the Third Grade the study of formal arithmetic should begin. 

The use of a book in the hands of pupils tends to make independent 
workers and thinkers, and develops self-confidence and strength. Be sure 
the pupil knows what he is doing, and why he is doing it. Secure a clear 
conception first, then drill to place the facts. Pupils should be led to 
discover principles, then to apply the principles in practical problems. 
Give practical oral and written problems, and show the relation to busi- 
ness matters. 

Encourage original problems for the oral recitation. Such work helps 
to fix ideas and principles in the mind, and also serves to give the teacher 
an understanding of the pupil's needs. Use simple oral explanations of 
written problems, then simple forms of analysis. Teach forms of 
analysis for problems in the different processes. 

Let Addition, Subtraction, Multiplication and Division be thoroughly 
mastered. Give much drill work in the four fundamental operations. 
Encourage accuracy first, then rapidity. Strive for neatness in all work. 

First Month. Pages 7 to 59. 

This is a rapid review of work in the second year. This will help the 
slow child, and give clear ideas to all for the foundation work. For un- 
less the beginners have a clear and accurate conception of the foundation 
work they cannot advance understandingly. 

Drill on the 45 Combinations for accuracy and rapidity. 

Roman Numbers in advance of those used in the Reader. 

Drill on the Tables given. 

Write and read numbers to 100. Count by 2's, 5's and lO's to 100; by 
3's to 36 ; by 4's to 36 ; by 6's to 36 ; by 7's to 28 ; by 8's to 24. 

Apply oral problems to measuring, buying, selling, farm products, dry 
goods, groceries, etc. Let the work be practical, such as might be re- 
quired of any child in the daily affairs of life. 

Strive for neatness and accuracy. For quick work use figure cards 
and the blackboard. 

Second Month. Pages 59 to 89. 

Much of this work is drill to place number facts for future problems. 

Drill on the 45 Combinations. Write and read numbers in any hun- 
dreds. 

Roman Numbers to L, or in advance of those used in the Reader. Drill 
on the Tables given. 

Count by 3's to 42; by 4's to 40; by 6's to 42; by 7's to 42; by 8's to 40; 
by 9's to 36. Recite the I's, 2's, 3's, 4's and 5's of the Multiplication 
Table. Show that multiplication is only a shorter method of addition. 
Recite from memory all Tables given. 

Suit the work to the needs of the pupils ; some classes may be able to 
take a little more or a little less at this time. 

Third Month. Pages 89 to 130. 
Most of this work is drill, to memorize number facts and the four 
fundamental operations. 

Continue to write and read numbers in any hundreds. 



54 Arithmetic. 

Roman Numbers in advance of those used in the Reader. Strive to 
memorize all Tables given. 

Count by 6's to 54; by 7's to 56; by 8's to 56; by 9's to 54. Recite the 
Tables of 2's, 3's, 4's, 5's and 6's. 

Drill on fractional parts of numbers, one-half, one-fourth and one- 
third, etc., such as are used in everyday affairs. 

Use simple oral explanations of problems. Strive for neat and accu- 
rate work. 

Fourth Month. Pages 130 to 157. 

Seek for a thorough understanding of the formal arithmetic as given 
in the text. Use simple forms of analysis. 

Continue to drill in addition, subtraction, multiplication, and division. 

Roman Numbers to LX, or in advance of those used in Readers. Give 
personal attention to each pupil. 

Drill on the Multiplication Table; as much of it as the pupils can 
master. See text. Show that it is only a shorter method of addition. 

Use number cards and blackboard for drill work. 

Fifth Month. Pages 157 to 179. 

Develop the formal work given in the text. Drill for understanding 
and accuracy. Use simple forms of analysis. See text. 

Drill in Short Division. Continue work on Multiplication Table. 
Never give more than can be thoroughly mastered. 

Strive to give all that pupils can do and do well and understandingly. 

Count by numbers for rapid drill work. Use number cards and black- 
board for rapidity. Roman Numbers in advance of those in Reader. 

Sixth Month. Pages 179 to 199. 

Recite from memory and drill on Tables given. 

United States Money, Long Measure, Liquid Measure, Dry Measure, 
time measure, avoirdupois weight. Apply these Tables to practical prob- 
lems used on the farm, in the home and daily surroundings. Use frac- 
tional parts of numbers, such as occur in everyday business life. 

Continue to drill on the Multiplication Table. 

Develop the fact that Long Division in reality merely writes down the 
steps, which in Short Division are taken mentally. Show that in Long 
Division the following steps are taken: Divide, multiply, compare, sub- 
tract, compare, bring down, and that after completing these processes, 
simply begin again and go through the whole list. 

If Addition, Subtraction and Multiplication have been thoroughly 
learned and sufficient drills given. Division will not be difficult. 

Seventh Month. Pages 199 to 213. 

Strive for thoroughness in all work given. 

Count by numbers for rapid drill in addition. Continue drill on 
Multiplication Table. Apply all operations given to practical use in life. 

Seek accuracy and rapidity. Require neatness in all work. Give 
more or less work as suits the needs of the class. 

Be sure all understand the work. Give special attention to the slow 



Arithmetic. 55 

children that they may thoroughly understand the processes of all work 
given. 

If a Seven Months' school, use as much of the work given for the 
eighth and ninth months as time and the ability of the pupils permit. 
The country boys and girls are physically and mentally able to do more 
work in seven months than children in town and city schools. 

Eighth Month. Pages 213 to 220. 

Use practical problems and constantly review all former work. 

Drill for rapidity on the 45 Combinations. Count by numbers for 
rapid drill in addition. Continue drill on Multiplication Table. Drill 
on Roman Numbers sufficient for all future use. See text. 

Develop use of bills, invoices and statements as used in business. 
Teach use of check books. Use a check book from your bank. What hap- 
pens if a person issues a check on a bank when there is no money in the 
bank with which to pay the check? See text. 

Use original work from teacher and pupils, such. as might be needed 
in a home, purchasing farm products, dry goods, etc. tJse invoice and 
statements for same. Invoice and statement blanks may be secured 
from a printer or a business house for this drill work. 

Apply Square Measure in practical problems. Require pupils to 
develop work and do actual measuring. 

Give as much work as time and ability of pupils permit. 

Ninth Month. Pages 220 to 224 — Book Completed. 

Thoroughly review entire book. Drill for understanding, accuracy, 
neatness and rapidity. Drill on Multiplication Table. See that all other 
Tables given are memorized for practical business use. 

Give personal attention to each pupil. Be sure each pupil under- 
stands all work. If time and the ability of the pupils permit give more 
original work, pertaining to everyday business life. 

LESSON IV. 

Model Lesson. — Fourth Grade. As instructor may direct. 

Counting. Rote counting to fix the order or sequence of the numbers; 
rational counting to fix the meaning of the numbers. 

The names of the digits: the idea developed by means of counting; 
the idea named; the symbol introduced. 

The name and the symbol must be associated with the idea; the order 
is, first the idea, then the name, and last the symbol. 

Counting to 20; by lO's to 100; the filling of each decade. 

Reading and writing numbers: The place value should not be 
emphasized until the child is capable of understanding. 

Addition and Subtraction. The first twenty-five additional combina- 
tions should be developed by counting; objects used to fix the meaning of 
addition, not to fix the facts themselves. 

Sight drills in which the child sees the figures; then mental drills. 

All subtraction facts corresponding to the above addition facts. 

Adding single columns depends upon: Automatic control of the 45 



56 Arithmetic. 

Combinations. Automatic control of adding mentally a two-figure num- 
ber to a one-figure number, adding by endings. The habit of reading 
a sum from a single column. 

Adding multiple columns, introduce carrying. 

Check all results. Drill in written work. 

Subtraction, the "addition" method and the "taking away" method. 

Multiplication and Division. The Tables through the fives developed 
from addition or from counting in order to fix the meanings of multipli- 
cation. Introduce the symbol and discuss its two meanings. The Multi- 
plication Tables fixed as mental pictures. Drills that prepare for written 
work (written multiplication) ; example, 3x4 plus 5, etc. 

Division: Primary facts developed from multiplication. Notation of 
unit fractions introduced. Drill tables with remainders. 

Short Division. 

Long Division. First, with easy divisor and easy quotient; second, 
with easy divisor and difficult quotient; third, with difficult divisor and 
difficult quotient. 

Two kinds of division; measuring and partition. 

Methods of checking multiplication and division. 

Develop the principles 6f multiplication and division. Emphasize the 
fact that the multiplier is always an abstract number. 

Addition and Subtraction should precede Multiplication and Division. 

LESSON V. 

The following lessons are for Grades Fifth to Eighth, inclusive. 

Work of first four grades is preparatory to the written work of the 
fifth grade. The first work must be objective in order to teach the 
meaning and the notation of fractions. The fundamental processes in 
fractions related to those in integers. 

Fractions. Ideas involved: One or more equal parts of a whole. 
Indicated division. Expression of the ratio of one quantity to another. 

Principles to be developed by teacher and pupil: Multiplying the 
numerator multiplies the fraction. Multiplying the denominator divides 
the fraction. Dividing the numerator divides the fraction. Dividing the 
denominator multiplies the fraction. 

Reduction: A fraction to its lowest terms; fractions to common de- 
nominator; improper fraction to mixed number. 

Addition and Subtraction. Simple fractions: 

1. With like units. 

2. With related denominators. 

3. With unrelated units. 

Mixed numbers: The addition of mixed numbers should not be at- 
tempted until the pupil has mastered thoroughly the addition of simple 
fractions. 

Pupils should be alert for fractions that are not reduced to lowest 
terms, and for special combinations that will save work. 



Arithmetic. 57 

LESSON VI. 

Multiplication of Fractions. Multiplying a fraction by a whole num- 
ber. Principle: To multiply a fraction by a whole number divide the 
denominator or multiply the numerator. 

The pupil should be trained to "divide the denominator" first if pos- 
sible; if not possible, then "multiply the numerator." 

Multiplying a whole number or a fraction by a fraction : To multiply 
by a fraction means to divide by the denominator and multiply by the 
numerator. Develop the rule for multiplying fraction by fraction. Mul- 
tiplying by a mixed number. 

LESSON VIL 

Division of Fractions. Dividing a fraction by a whole number. Prin- 
ciple: To divide a fraction by a whole number divide the numerator or 
multiply the denominator. 

Dividing a whole number or a fraction by a fraction. 

1. When units are alike, common denominator. 

2. By inverting the divisor. Develop the reason for inverting 

the divisor. 
Dividing a mixed number by a whole number. Dividing a mixed 
number by a mixed number. 

1. Multiplying dividend and divisor by least common multiple 

of denominators. 

2. Reduction to improper fractions. 

LESSON VIIL 

Complex Fractions. A complex fraction is merely an indicated divi- 
sion. Discuss the two methods of reducing a complex fraction to a simple 
fraction. 

LESSON IX. ' 

Decimals. Discuss the best method for developing the decimal nota- 
tion. Develop the pointing off in multiplication and division of decimals. 
Changing common fractions to decimals. The fraction is considered as 
indicated division. Changing decimal to common fraction. 

LESSON X. 

Percentage. The idea developed and the symbol introduced. All 
written forms reduced to common fraction or decimal forms. Problems 
in percentage are simple problems in multiplication in which the multi- 
plier is either a common fraction or a decimal. 

Types of problems: To find the product, the operation is multiplica- 
tion. To find the multiplier, the operation is division in which the quo- 
tient is changed from a common fraction or a decimal to the per cent 
symbol. To find the multiplicand, the operation is division. 

Problem solving: In the statement all per cents and fractions should 
be marked. Thus, 25 per cent does not equal the gain, but 25 per cent 



58 Arithmetic. 

cost equals the gain. In the solutions all operations are written in equa- 
tion form, with multiplier expressed in either common fraction or 
decimal. 

Complementary per cents: Pupils should be able to name all comple- 
mentary per cents. Examples: 25 per cent cost equals the gain, then 125 
per cent cost equals the selling price ; 8 per cent list price equals the dis- 
count, then 92 per cent list price equal net proceeds; 2 per cent selling 
price equals commission, then 98 per cent selling price equals net pro- 
ceeds; etc. 

LESSON XL 

Application of Percentage. Profit and Loss: Principle: The gain, loss 
or selling price is always some per cent of the cost; or, the gain, loss or 
cost may be some per cent of the selling price. 

LESSON XIL 

Bills and Accounts. Forms of bills. Forms of accounts. 

Commercial Discount. Principle: The discount and net proceeds al- 
ways some per cent of the list price. Discuss method when two or more 
discounts are to be deducted. 

Commission, Principle: The commission is always some per cent of 
the cost when the agent buys or of the selling price when the agent sells ; 
the total cost is always some per cent of the cost; the net proceeds is 
always some per cent of the selling price. 

LESSON XIII. 

Insurance. Principle: The premium is always some per cent of the 
face of the policy. 

Discuss other applications of percentage. 

LESSON XIV. 

Simple Interest. Interest problems are related to cancellation through 
multiplication. 

Methods: Cancellation method; reduce rate to common fraction or 
decimal; reduce the time to either years, months or days; set up the can- 
cellation problem. Six per cent method. Banker's short method. 

LESSON XV. 

Bank Discount (interest) . Principle: The bank discount (interest) is 
always some per cent of the amount due at maturity. 

Discuss: Date of note; date of sale; date of maturity; relation of face 
of note, interest, amount due at maturity, bank discount and net pro- 
ceeds to one another. 



Arithmetic. 59 

LESSON XVI. 

Stocks and Bonds. The difficulty is to understand the meaning of the 
terms used and the relation they bear to one another. 

What is meant by "bonds quoted at 86, brokerage %"? When is 
brokerage added, when subtracted? 

Principle: The cost, selling price, income, brokerage, total cost or net 
proceeds is always some per cent of the face. 

LESSON xvn. 

Mensuration. 

Line (one dimension). 
Surface (two dimensions). 

Triangle. 

Quadrilateral. 

1. Parallelogram. 

2. Trapezoid. 

3. Trapezium. 
Regular polygons. 
Circle and ellipse. 

LESSON XVIII. 

Solids (three dimensions). 
Prism. 
Pyramid. 
Sphere. 
Begin the study of mensuration with the parallelogram, then tri- 
angle, and finally the other surfaces in order. 

Teach and develop accurate definitions; teach the word "perpen- 
dicular." 

By definition fix the meaning of "base" and "altitude" as used in 
geometry. 

LESSON XIX. 

Square Root. By factoring method, algebraic method, and the geo- 
metric method. 

Cube Root. By the factoring method. 

LESSON XX. 

Practical Measurements. Board measure; plastering, papering; longi- 
tude and time; proportion and similar figures. 



60 Geography. 



GEOGRAPHY. 

The instructor's presentation of these lessons should serve as model 
methods. 

During Institute the following maps should be prepared: 

County-seat town, with location of courthouse, public buildings, 

and any other important features. 
County, showing townships, towns, railroads, county roads, 
streams, important hills, historical plats or places, state in- 
stitutions, experiment stations, specialized agricultural areas, 
and any other important features. 
District in which you will teach. (This to be taken to your 
school, enlarged and filled in during the school year by both 
pupils and teacher.) 

LESSON I. 

Define Geography. 

The teacher's preparation for teaching geography. 

Diversified relationship of geography. 

Geographical material. 

Material of first importance. 

General intellectual equipment. 

Ability to interpret local environment. 

A knowledge of books, maps, and illustrative material and their 
uses. • 

Value of geography to society. 

Ability to make useful applications. 
Organization of the subject matter by the teacher should include the 
selection of what should be taught. 

Assemblage of well-chosen data. 

Selection of problems for the pupils. 

The choice of good preparatory experience for adjusting pupils 
to problems. 
Realization of the subject matter. 

Making the preparatory step. 

Stating the problems. 

Analysis of material. 

Comparison of material. 

Statement of the result of comparison. 

LESSON IL 

The practical value of Geography. 
A few subjects for discussion: 

Place relations. 

Commercial value. 

Cultural value. 



Geography. 



61 



Unit of study. 

Regional study to correlate description, causal, political, com- 
mercial and social phases. 
Need of organization in teaching geography. 
The importance of good assignments. 
An undesirable use of the text. 
Right attitude of teacher toward the text. 



LESSON III. 

GENERAL GEOGRAPHY. 

Form and size of the earth. Proof that it is round. Its daily motion, 
and the result. Effects of the earth's revolution. 

Define: Meridians, parallels, equator; locate the Tropic of Cancer and 
the Tropic of Capricorn, Arctic and Antarctic Circles, International: Date 
Line. 

Discuss the divisions of the earth into zones, giving cause of this 
division. 

Discuss Latitude and Longitude. 

Draw a township and number the sections. Locate, in this township, 
the N. E. 14 of the S. W. l^ of the S. E.i^ of section 16. Discuss town- 
ship lines and principal meridians. 

Standard Time. Name and locate the Time Belts of the United States. 
Why are not the boundaries of these Time Belts regular? Wh^n it is 
noon at a place 74°15'40" west longitude, what time is it at a place 
102°10'35" west longitude? 

LESSON IV. 

WINDS AND CALMS. 

Trade winds, antitrade winds, westerlies. 

Tropical and Equatorial Calms, doldrums, horse latitudes. 

Cyclonic winds; benefits. 

Destructive winds : tornadoes, hurricanes, typhoons. 

Monsoons, sirroccos, simoons, chinooks. 

RAIN. 

Cause, amount, distribution of rain, regions of heavy and light rain- 
fall, reasons. 

Functions and duties of the Weather Bureau; methods of work. 

Weather maps; uses; how obtained. 

Isotherms and Isobars. 

Teaching pupils to observe and record the weather. 

(Sutherland's "The Teaching of Geography," ch. XIX.) 

PLANTS AND ANIMALS. 

Life in the Torrid Zone. Contrast that of the rainy section with that 
of the desert. 

Life in the Temperate Zones. 
Life in the Frigid Zones. 

PEOPLE OF DIFFERENT NATIONS. 

Ethiopians; American Indians; Mongolians; Caucasians. 



62 Geography. 

LESSON V. 

KANSAS. 

Name — origin. Struggle for freedom. "Bleeding Kansas." 

Location: Latitude and longitude, relations to other states. 

Size: Length, width, area, rank with other states in area. 

Rivers, drainage, soil, irrigation. 

People: Total number, average per square mile, reasons for density 
or sparseness of population, races, occupations. 

Public institutions: Educational, penal, eleemosynary. 

Cities: Importance, size, location, industries. 

Resources: Agricultural, mineral, manufacturing, etc. 

Railroads: Names, location, mileage. 

Climate: Temperature, rainfall, winds, kinds, effects. 

Require from a part of the class outline maps of Kansas ; from others 
commercial maps, relief maps, product maps, etc. 

LESSON VL 

NEW ENGLAND. 

States in the group, capitals, principal cities. 

Surface, sinking coast, climate. 

Lumbering: Kinds, systems used. 

Quarrying: Granite, marble, slate. 

Fishing: Halibut, mackerel, codfish, lobsters, clams. Make a study 
of the methods of fishing. 

Manufacturing: Products from forest, textiles, leather goods, metal 
goods. (Discuss the sources of raw material and the methods of manu- 
facture.) 

Commerce: Domestic, foreign. (Facilities for each.) 

Summer Resorts. 

Discuss the density of population as compared with the Central 
States. 

Discuss the effect of physical environment on occupation. 

Why were the early cities located on the waterfall lines? Name some 
of these and state the principal industries of each. 

What is a physiographic region? To what physiographic region does 
the greater part of New England belong? 

LESSON VII. 

MIDDLE ATLANTIC STATES. 

General features: Piedmont plateau, coastal plain, mountains, west- 
ern slope, passage ways across the mountains. 

States in the group, capitals, principal cities. 

Industries: Lumbering, fishing, agriculture, dairying, mining, or- 
charding. (Contrast each industry with that of New England.) 

Discuss carefully the petroleum industry. 

Manufacturing: Iron goods, glass, pottery, brick, cement, etc. 

How does the commerce of this group compare with that of the New 
England group? 



Geography. 63 

How does New York state rank? 

For what is Virginia noted? Pennsylvania? 

A control is an element of environment that exerts a marked influ- 
ence upon the development of life form. It may prohibit, favor or deter- 
mine the particular trend of life. Name seven controls. 

A response is a characteristic of life forms, effected through its yield- 
ing to the continued influence of a control or set of controls. 

In the light of the above definitions, what is geography? 

What are the chief controls of this region? 

LESSON VIII. 

SOUTHERN STATES. 

To what physiographic region does the greater part of this group 
belong? 

How do the controls of this region compare with those of the Middle 
Atlantic group? 

What states comprise this group? Mention those which contain 
mountains. 

Agriculture: Cotton, rice, tobacco, sugar cane, peanuts, yams, 
fruits, etc. 

What states are included in the Cotton Belt? 

Write a composition on the cotton industry. 

Manufacturing: Great advances in recent years, forest products, iron 
and steel products, cotton products, other products. 

What do you know of shipbuilding in the South? 

Minerals: Phosphate, oil and gas, bauxite, gold, silver, copper, 
diamonds. 

Transportation: Methods, facilities. 

Cities: Atlanta, New Orleans, Richmond, Birmingham, Chattanooga, 
Dallas, Galveston, etc. 

What effect did the World War have upon the South? 

LESSON IX. 

CENTRAL STATES. 

Study the relief map on page 92. 

To what physiographic region does this group belong? 

Tell the story of the Great Glacier. 

Classify the soils of this region. 

Agriculture: Corn, wheat, tobacco, fruits and vegetables, other prod- 
ucts. Discuss the importance of agriculture in this group. 

Ranching: Extent, life of ranchmen, few fences. 

Lumbering, Manufacturing, Mining, Transportation. 

Cities: Chicago, St. Louis, Duluth, Milwaukee, Detroit, Cleveland, 
St. Paul and Minneapolis, other cities. 

Using Chicago as a basis, develop the interdependence between city 
and country. * 

Show how controls favorable to producing corn in Kansas, wheat in 
Minnesota, hogs in Iowa, cattle in Illinois, mules in Missouri, iron and 



64 Geography. 

copper in Wisconsin, and lumber in Michigan, have an influence on the 
prosperity of Chicago. 

Name the states of the corn belt. 

Make a drawing of the Mississippi, Missouri and Ohio rivers, and in- 
clude the leading cities. 

What is -the status of education in the Central States? 

LESSON X. 

WESTERN STATES. 

Discuss the discovery of gold in California. 

Study the Relief map on page 118. 

To what physiographic region does this section belong? 

Surface: Mountains, valleys, volcanoes, oases, plateaus. Great Ameri- 
can Desert. 

Mining: Gold, silver, coal, petroleum, copper, etc. 

Lumbering : Kinds of trees, methods, disposition of products. 

Agriculture: In California and the Northwest; Colorado; Wyoming; 
Utah. 

Study the methods of irrigation used. 

What has the government done for irrigation in this section? 

Cities: Denver, Spokane, Butte, San Francisco, Seattle, Portland, 
Los Angeles, etc. 

Scenery: Yellowstone Park, Colorado Canyon, Yosemite Park; other 
scenic wonders. 

How do the states in this group compare in size with those of the 
New England group? 

LESSON XL 

TERRITORIES AND DEPENDENCIES OF THE UNITED STATES. 

Alaska: History, climate, surface, scenery, fishing, sealing, mining, 
cities, development, resources, value to United States. 

Porto Rico, Cuba, and the Virgin Islands: Area, population, location, 
agriculture, value to United States, transportation, cities. 

Panama Canal Zone: Location, size, cities, history of canal con- 
struction, method of control, description of canal, its value to United 
States. How did we obtain possession of the canal zone? What do you 
think of the method used? 

Hawaiian Islands: Location, surface, climate, industries, people, 
cities, value to United States history. 

Other Small Island Possessions: Samoan Islands, Guam, Marcus Is- 
land, Wake Islands, Baker and Howland, something of interest relative 
to each of these. ■ 

Philippine Islands: How acquired, surface, climate, vegetable and 
animal life, number, area, cities, inhabitants, probable future progress. 
Should they be independent? Why? Why not? 



Geography. 65 

LESSON XII. 

COUNTRIES NORTH OF THE UNITED STATES. 

Canada and Newfoundland: Location, transportation, area, popula- 
tion, language, government, institutions. Trace the boundary line 
between Canada and the United States. Trace the Artie circle across 
Canada. Name the principal rivers, the principal provinces. What 
states border on Canada? Give a history of the development of this 
country. Why called the Dominion of Canada? 

Industries: Lumbering, agriculture, mining, cattle raising, fishing, 
manufacturing. 

Greenland: Area, population, industries, interior, government, his- 
tory. 

Why should Buffalo grow more rapidly than Toronto? What books 
on Artie travel have you read? Recall facts that you have already 
learned about the Eskimo. Have you read Nansen's "First Crossing of 
Greenland," "Evangeline," and Perry's "Northward over the Great 
Ice"? 

LESSON XIII. 

COUNTRIES SOUTH OF THE UNITED STATES. 

Mexico: History, inhabitants, government, surface, drainage, coast- 
line, climate, products. Agriculture in Mexico is very interesting. How 
does that of the arid plains compare with that of the lower humid lands? 
Why has mining been such a difficult proposition in Mexico? Is there 
much manufacturing in Mexico? Describe the relief of Mexico. What 
are the leading cities of Mexico? What is the present political situation 
in Mexico? Who is the President of Mexico? 

Central America: Countries, government, character of people, prod- 
ucts, leading cities. 

West Indies: The Greater Antilles, Jamaica, Haiti, the Lesser An- 
tilles, the Bahamas, the Bermudas. 

Locate the above, and tell something of interest concerning each. 
What are the chief products in each of the above? How were they made? 
How is each governed? Find out why coffee raising requires special 
care. 

LESSON XIV. 

SOUTH AMERICA. 

Location: Latitude and longitude, zones, hemispheres (north or south, 
east or west), land or water. 

Area and population: Absolute, relative, why is population so large 
or so small? 

Surface features: Resemblance between North America and South 
America, differences between the two. Compare the relief map of South 
America with that of North America. How many and what physio- 
graphic regions are there in South America? 

Climate: Causes, effects on life. 

5 — Course of Study — 289S 



66 Geography. 

Inhabitants: Natives, the Incas, the Spaniards and their influences, 
other nationalities. 

Discuss the government in each country very carefully, education. 

Products: Methods of production of rubber, coffee, cereals, live stock, 
minerals, valuable woods, drugs, etc. ; disposition of products. 

Flora and fauna: Keasons for any peculiar characteristics. 

Describe the coast line. Give some reasons why Argentina is the 
most progressive country of South America. If you were expecting to 
emigrate to South America, in what country would you prefer to settle? 
How does Chile compare with Texas? Brazil with the United States? 

LESSON XV. 

WESTERN EUROPE. 

General Features: Location, area and population, surface and drain- 
age, character of coast lines and boundary lines, climate and reasons 
therefor. 

Why is Europe called a continent? 

Read carefully the story of the continent. 

Study the relief map on page 258. 

Why are there so many countries in Europe? 

The British Isles: Facts, explanation of their importance as ex- 
plained on pages 263 and 264, agriculture, fishing, manufacturing, min- 
ing, commerce, cities. 

Contrast Ireland with Great Britain. 

Give several reasons for the greatness of the British Empire. How is 
the United Kingdom governed? 

Study: Netherlands, Belgium, France, Spain and Portugal, Norway, 
Sweden and Denmark, Russia. 

Examine figure 363. Did the glacier reach any part of France during 
the glacial period? 

What is the Ukraine? 

Compare Russia with Brazil. 

Read how Peter the Great wandered through European countries as a 
common workman, in order to learn Western customs. 

Why should Bergen be one of the rainiest cities of Europe? 

How has the great World War affected the geography of France? 
To what extent is France being reclaimed? 

LESSON XVL 

CENTRAL EUROPE. 

Study carefully the map on page 309. Name the Balkan states. What 
is meant by the following: "Mittel Europa," Alsace-Lorraine, Saar 
Basin, "Italia Irredenta," Danzig, East Prussia, Kiel Canal, Memel? 

Germany: Position, recent change in government, losses from the 
war, early war preparations, surface, drainage, climate, agriculture, 
mining, lumbering, manufacturing, rapid advance, education, cities, 
religion. 



Geography. 67 

Switzerland: Surface, climate, languages, manufacturing, mining, 
dities. 

Italy: Area and population, people and government, surface, climate, 
industries. 

Czechoslovakia, Austria, Hungary, Jugoslavia: Surface; climate; 
great variety of people, with reasons for same; forms of government; 
lumbering; mining; manufacturing; cities. 

The Balkan Peninsula: Boundaries and surface features, political 
divisions, effect of World War, cities. 

Why is Greece considered important? 

Why has Constantinople been famous for centuries? 

LESSON XVII. 

ASIA. 

Size and position, population, surface features, plants and animals, 
people, reasons for early progress, signs of future progress. 

Why is southwestern Asia of special interest? 

Name the countries of this section. 

Make a careful study of the Holy Land. 

What do you know about recent massacres of Armenian Christians 
by the Turks? 

Central Russia and Siberia: Area and divisions, climatic belts, im- 
portance (past and present), recent improvements. 

Indian Empire and Ceylon: Divisions of empire, climate, people, 
religion and superstition, government, forest products, irrigation, chief 
industries, famines and plagues. 
, Discuss briefly Indo-China and the Malay Peninsula. 

China: Area and population, climate, physiography, character of 
people, the Great Wall, customs, reasons for backwardness. Discuss the 
government of China. When was China made a republic? Who is their 
president? 

Japan: Parts of the Empire and importance of their location, area 
and population, surface and climate, origin and history of the people, 
government, industries. 

Find out about some of the events connected with the Boxer trouble 
in China in 1900. 

Find out about our laws for the exclusion of the Chinese, and the 
reason why they were passed. 

What is the Japanese question? 

LESSON XVIIL 

AFRICA. 

Surface- features, deserts, animals, inhabitants, explorations and 
settlements, industries. 

Study carefully each of the five maps of Africa (political, relief, 
physical, climatic, and population). 

Discuss: The Sahara, the Nile, caravans, Suez Canal, the Sphinx. 



68 Geography. 

What do you know of the history of Egypt? 

Discuss the inhabitants and the industries of the Barbary states. 

Contrast Southern Africa with Central Africa. Which is the more 



progressive 



? 



Contrast Abyssinia with Belgian Congo. 

Why does Africa need more railroads? Is there a Cape-to-Cairo rail- 
road? 

What islands lie near Africa? 

Find out some facts about the Pyramids. 

Find out about Kruger and the British war with the Boers in 1900. 

What products of Africa are not raised in our country? 

Why is Africa called the Dark Continent? 

LESSON XIX. 

AUSTRALIA AND ISLAND GROUPS. 

Australia: Location and area, surface features, climate, rainfall and 
its effects, native plants and animals, history, government, agriculture, 
manufacturing, fishing, cities. 

Islands of the Pacific: Philippines, Fiji, New Caledonia, Hawaii, 
Samoa, East Indies, New Zealand, Solomon, New Guinea, Tasmania, 
Gilbert, etc. 

To whom does each of the above belong? 

If it were within your power, how would you arrange the highlands 
of Australia so as to secure the most even distribution of rain? 

Where is the island of Yap? Why is it so much discussed of late? 
To whom does it belong? 

Write your impression of the climate of Melbourne in January, in July. 

Should the Philippine Islands be independent? 

What is the government of New Zealand? 

Of what formation are most of the islands of the Pacific? 

LESSON XX. 

OCEANS. 

Area of each. Depth and density. 

Composition of sea water and advantages of the saltiness of the sea. 
Buoyant force, preservative qualities, resistance to freezing, effects upon 
waves. 

Ocean currents: Names, locations, causes and effects. 

Tides: Frequency, causes, classes, value. 

Life in the ocean. 

Islands: Continental, oceanic, coral reefs, atolls, volcanic islands. 

Steamship routes, cables. 

Newfoundland banks: Location, formation, value. 

Icebergs: Formation, course, perils. 

Fogs on the sea : Causes, dangers. 

Sargasso Sea: Location and description. 



Language, Grammar, Composition. 69 



LANGUAGE, GRAMMAR, AND COMPOSITION. 

The instructor's presentation of lessons should serve as model lessons. 

LESSON I. 
LANGUAGE WORK. 

FIRST AND SECOND GRADES. 

Purpose and object: 

To retain and properly use known words. 

To increase pupil's fund of ideas, enlarge vocabulary, and train in 
expression. 
Conversation exercises. Story-telling. Oral reproduction of stories. 
Nature stories. Fairy stories. Memory gems. 

Examples : 

My bird can . A redbird . 



I have a . The sun light. 

Tom can hat. The moon bright. 

Ann can . Two girls have eyes. 

A spider has eyes. I see Nell and hat. 

A blue jay will . I see John and cap. 

Did Mary find her book? Did Nell see the sled? 

Yes, Mary her book. Yes, Nell the sled. 

Did you give Jack a top? Did Fred run home? 

Yes, I Jack a top. Yes, Fred home. 

Did May eat the apple? Did you think of me? 

Yes, May the apple. Yes, I of you. 

Did you bite the peach? Did you hear the bell? 

Yes, I the peach. Yes, I the bell. 

Did you do your work? Did you buy the knife? 

Yes, I my work. Yes, I the knife. 

Two hats and two hats are hats. 

Three balls and four baits balls. 

LESSON 11. 

FIRST, SECOND AND THIRD GRADES. 

Drills: 

For correct use of Nouns and Pronouns. 

For correct use of Verbs, Adjectives and Adverbs. 

Examples : 

Did George go away? Yes, James the line. 

Yes, George away. Did you read the story? 

Did he like the book? Yes, I the story. 

Yes, he the book. Did you make the pie? 

Did James hang the line? Yes, I the pie. 



70 



Language, Grammar, Composition. 



Did Grace sing the song? 

Yes, Grace the song. 

Did Charles drink the water? 

Yes, Charles the water. 

Did she play to-day? 

Yes, she to-day. 

Did you write a letter? 



Yes, I 



a letter. 



Did you study your lesson? 

Yes, I my lesson. 

Did you throw the ball? 

Yes, I the ball. 

Did Dan tear his coat? 
Yes, Dan his coat. 



Other examples should be furnished by instructor and teachers. 
Sources of Language Material : Pictures, plants, animals, birds, foods. 



etc. 



Materials should be brought to class for use. 



LESSON III. 

Use of Words : 
Is and are. 
Was and were. 
Shall and will. 

Use of Opposites: 



Should and would. 
Can and may. 
Must, might, ought. 
Bad, good; black, white. 



Punctuation Marks: Names, uses. 
Use of Capital Letters : Rules. 
Abbreviations: Rules. 
Drill: Seen, saw, gone, went, lie, lay, sit, set. 



LESSON IV. 

Use of Words — Drills — Examples. 

Words spelled differently and pronounced alike : 

there no meet 

their know meat 

one do oh 

won dew owe 

our new right 

hour knew wright 



to 

two 

too 

here 

hear 

so 

sew 



threw 

through 

ring 

wring 

sale 

sail 



Singular and Plural Words. .Give Rules and Examples: 



boy box foot 

boys boxes feet 

Possessives: Drills, Examples, Rules, 
Nouns: 

John's house is large. 
This is James's hat. 
The birds' nests are in the tree. 
The men's hats are black. 
Pronouns : 

Her dress was torn. 
Their hands were clean. 



county 
counties 



Language, Grammar, Composition. 



71 



Letter Writing: 
Letter. 
Envelope. 

Notes of Invitation. 
Notes of Regret. 
Notes of Requests. 



LESSON V. 

Business Forms: 

Bills. Accounts, 

Receipts. Orders. 

Check. Lease. 

Drafts. Bill of sale. 

Notes. Telegram. 



LESSON VI. 

Parts of speech — Define — Give Exarnples. 



Noun. 


Adverb. 


Nouns — 


Pronouns — 


Pronoun. 


Preposition. 


Kinds. 


Kinds. 


Verb. 


Conjunction. 


Uses. 


Uses. 


Adjective. 


Interjection. 


Examples. 


Examples 



LESSON VIL 

The Sentence — Define — Give ExaTiiples. 
Use — Structure — 

Declarative. Simple. 

Interrogatory. Complex.' 

Imperative. Compound. 

Exclamatory. 

LESSON VIII. 

Define — Give Examples — Rules. 

A Paragraph. A Phrase. 

A Clause. Syntax. 



Articles — 
Kinds. 



LESSON IX. 

Define — Give Examples — Rules. 

Gender — ■ Person — 

Kinds. Kinds. 



Number — 
Kinds. 



LESSON X. 

Define — Give Exa7nples — Rules. 

Case — Voice — 

Kinds. Kinds. 



Mode — 
Kinds. 



LESSON XI. 

Define — Examples — Rules. 



Tense — ■ 
Kinds. 



Copula — 
Uses. 



72 Language, Grammar, Composition. 

LESSON XIL 

Define — Examples — Rules. 

A Preposition — A Conjunction — An Interjection — 

Kinds. Kinds. Kinds. 

LESSON xra. 

Define— Examples — Uses, 

An Infinitive — 
Kinds. 

LESSON XIV. 

Define — Examples — Uses. 

A Participle — 
Kinds. 

LESSON XV. 

Define — Examples — Uses, 
Declension. Parsing. Conjugation. 

LESSON XVI. 

Classify each of the following twelve sentences as to form and use. 
Also give construction of each clause. 

Spring has come and the air is filled with the songs of birds. 

On his hand a golden circlet of renown he wore, and in his hand 

an olive garland bore. 
It is an ill wind that blows nobody good. 
Remember that time is money. 

Next came the news that Jean Ribault was a few miles away. 
It seemed pitiful that society could do nothing for me. 
The fact remains that the honeybee is essentially a wild creature. 
That Pompeii had a good water supply is clearly shown by its many 

fountains. 
A tragedy was enacted a few yards from where I was sitting. 
I count this thing to be grandly true, that a noble deed is a step 

toward God. 
Did you find the book you wanted? 
The fisherman started before it was light. 

LESSON XVII. 

A study of the construction of nouns and pronouns. 

Give the construction ©f the nouns and pronouns in Lesson XVI. 



Language, Grammar, Composition. 73 

LESSON XVIIL 

Suggest methods and helps for teaching Language, Grammar, and 
Composition. 

Show diflference between language and grammar. 

LESSON XIX. 

Composition. Object of study. Selection of suitable topics. Gather- 
ing material. Organizing the material. Study of the paragraph. Dif- 
ference between subject and theme. Correlation of composition with 
other school subjects; as, United States history, geography, classics, 
agriculture, etc. 

LESSON XX. 

Diagram, Drill, and Review. 



THE TEACHER. 

"How shall we add to earthly beauty?" 

An angel asked one day. 
"By teaching man it is his duty 

To smooth his neighbor's way. 

"To teach mankind the art of living 

Is doing heaven's will; 
It would be well if more were giving 

To that their time and skill. 

" 'Tis true, if judged by earthly measure. 

They toil for little pay, 
And very few their hours of leisure. 

If faithful on the way. 

"When conscious that they know their mission, 

And do their labor right. 
It gives to life a rich fruition 

And makes the dark seem light." 

The angel smiled, and said with laughter: 

"I'm going with a crown." 
A host of angels started after, 
And quickly followed down. 

They placed the crown, with richest blessing, 

Upon the teacher's brow; 
If she is onward, upward pressing, 

She wears it, even now. 

—B. W. Allsworth. 



74 Physiology and Hygiene. 



PHYSIOLOGY AND HYGIENE. 
LESSON I. 

1. Define: Anatomy, physiology, hygiene, sanitation, cell, tissue, organ, 
gland, secretion, excretion, metabolism, anabolism, katabolism. 

2. Cells: Kinds, structure, activities, method of multiplication. 

3. Compare unicellular and multicellular animals. 

4. Tissue: Kinds, function of each. 

5. Organs : Name various organs of the body. 

LESSON 11. 

1. Discuss simple elements and chemical compounds. 

2. Discuss meaning of physical and chemical changes. 

3. Define: Food, poison, digestion, ferment, enzyme. 

4. Organs of digestion: Chewing apparatus; alimentary canal — five 
divisions, glands. 

5. Mouth digestion: 

Mastication: Organs of; use of each. 

Teeth: Sets, kinds, number, structure, care of. 

Salivary glands: Names, location, function, secretion, 

_ enzyme, action of the enzyme. 
Importance of thorough mastication. 

LESSON in. 

1. Deglutition: Organs of. 

Describe: tongue, uvula, pharynx, epiglottis, esophagus. 

2. Stomach digestion: Organ of. 

Stomach: Location, size, structure, movements, glands, secre- 
tion, enzymes, openings. 
Action of pepsin, of rennin, and of hydrochloric acid; chyme. 

3. Effect of mental attitude on digestion. 

4. Intestinal digestion: Organs of ; glands. 

Small intestine: Length, parts, structure, glands. 

Villus : Structure and function of. 

Pancreas: Size, location, secretion, enzymes. 

Action of trypsin, amylopsin, steapsin. 

Intestinal glands: Secretion, enzyme, action of invertin. 

LESSON IV. 

1. The liver: Location, size, secretion. Functions: Biliary, glycogenic, 
excretory. 

2. Uses of the bile. 

3. Chyle: Absorption by villus; assimilation. 

4. Discuss pathway taken by digested fat in the villus. 



Physiology and Hygiene. 



75 



5. Discuss action of liver upon digested proteids and carbohydrates car- 
ried to it by the portal vein. 

6. Colon: Divisions of, digestive glands, vermiform appendix. 

LESSON V. 

1. Foods: 

Kinds, sources, uses in the body. 

Proteid: Composition, uses, kinds, sources — from lean meat, 

eggs, milk, legumes, cereals. 
Carbohydrates: Kinds, chemical composition, uses in the body, 

sources — vegetables, cereals, fruits. 
Fats : Composition, sources, kinds, uses in the body. 

2. Food requirement dependent upon climate and nature of labor. 

3. Amount of food required measured in calories. Define calorie. 

4. Discuss the necessity for mineral salts and water. 



1. 



3. 

4. 

5. 
6. 



LESSON VL 

Vegetarianism. Discuss value of vegetable food as compared with 

animal food. 

Cooking: Uses, best methods, destruction of bacteria and animal 

parasites — trichinae, tapeworm. 

Dangers from adulterated food. Pure-food laws. 

Dangers from polluted water. Destruction of harmful organisms in 

water. Proper construction of wells. 

Use of tea, coffee, cocoa, condiments. 

Vitamines: Discuss necessity of; what foods contain them? 

LESSON VIL 

1. Stimulants and narcotics. Definition of each. 

2. Alcohol: 

Source of; proper uses of; solvent, fuel, drug, preservative, 

antiseptic wash. 
Alcoholic beverages: Fermented, distilled. 
Alcohol not a food, but a poison. Why? 

3. Effects of alcoholic drink upon the circulation, arteries, heart, liver, 
kidneys, stomach, nervous system, body temperature, muscular en- 
durance, resistance to disease, morals, mentality, character. 

4. Attitude of great business institutions and life-insurance companies 
toward the liquor habit. Relation of alcohol to poverty, crime and 
insanity. , 

5. Tobacco : 

Kinds; poisonous principle; useful only as a poison. 

Effects upon the young: Causes "tobacco heart," dulls ner- 
vous system, blunts moral sense, impairs mental power, 
stunts, growth, etc. 

Economic loss: Life, children worm pickers, life of pickers, 
of users. Effects on agriculture. Arguments against its 
use and cultivation. 



76 Physiology and Hygiene. 

6. Attitude of business men toward the cigarette-using boy. 

7. The drug habit: Patent medicines; cocaine, choral, the opiates: 
opium, morphine, laudanum, paregoric, soothing syrup. Unhappy 
condition of the drug addict. 

Note. — What is the Law regarding the sale and use of tobacco and cigarettes? 

LESSON VIII. 

1. Organs of excretion: skin, kidneys, lungs, liver, intestines. 

2. Skin: 

Structure: Dermis, epidermis. 

Functions: Protection, excretion, sense organ, regulates body 

temperature, absorption. 
Glands: Perspiratory, sebaceous. 

3. Hair and nails as modified epidermis. Care of. 

4. Complexion, freckles, corns, bunions. 

5. Cause and treatment of pimples and boils. 

6. Use of cosmetics. What are albinos? 

7. Care of skin. Bathing: Uses of. 

8. Kidneys: Number, size, location, function. 

9. Compare the waste products resulting from the complete oxidation 
of carbohydrates, fats, and proteids. 

10. Compare the kidneys, skin and lungs as organs of excretion. 

LESSON IX. 

1. The Skeleton: 

Bones: Number, names, location, repair of broken bone, 
composition, functions. 

Structure of long bones; comparison of upper with lower 
limbs. 

Periosteum: Location, functions. 

Cartilage: Kinds, uses, structure. 

Ligaments and tendons: Location, use, structure. 

Joints: Classes, names, location, synovial membrane, neces- 
sity of proper posture. 

Care of feet; properly shaped shoes. 

Sprain, dislocation, fracture: Emergency treatment for each. 

LESSON X. 

1. Muscles: 

Number, names; location and action of most important ones. 
Functions; classification as to nerve control, shape, and kind 

of cells. 
Discuss: Forms of beneficial exercise; effect of overexercise 

underexercise, need of rest. 
Directions for proper bodily posture. 
Tetanus: Cause; preventive treatment. 
Desirability of systematic physical training in the schools. 



Physiology and Hygiene. 77 

LESSON XL 

1. Blood: 

Amount in body, composition, formation of clot, functions. 
Corpuscles: Kinds, origin, size, shape, number, function of 

each. 
Circulation: Organs of, causes of. 
Structure of heart, arteries, capillaries, veins. 
Comparison of arterial with venous blood. 
Discuss germicidal power of the blood. 
Discuss nervous control of heart and blood vessels. 

LESSON XIL 

1. Clotting of blood: Cause, use, how retarded, how accelerated. 

2. The systemic circulation. The pulmonary circulation. The portal 
circulation. Describe each. 

3. Heartbeat: Rate, sounds, pulse rate. 

4. Fainting: Cause and treatment. 

5. Bleeding from artery, from vein : How to check each. 

6. The lymphatic system: Spaces, vessels, lymph. 

7. Functions of thoracic duct, lymph, lymph nodes, spleen. 

8. Diseases: Malaria, blood poisoning. What is pus? 

LESSON XIIL 

1. Respiration: Definition, organs of, external, internal. Inspiration, 
expiration; experiment to illustrate. 

2. Types of breathing: Thoracic, abdominal; muscles of. 

3. Changes in respired air. Changes in blood due to respiration. 

4. Lungs: Location, capacity, covering. 

5. Trace air from nostrils to alveoli. 

6. Mechanism of respiration: Muscular action and atmospheric pres- 
sure. 

7. Hygiene: Necessity of good ventilation and ways of securing it. 
Nasal breathing, deep breathing; harm from breathing dusty air. 
Methods of heating, and proper room temperature. 

8. Discuss common respiratory ailments and diseases and how to treat 

them : Colds, adenoids, tonsilitis, pneumonia, tuberculosis, etc. 

9. Artificial respiration in cases of asphyxiation. Methods. 

10. The voice: Organs of speech, structure of larynx, care and training 
of the voice. 

LESSON XIV. 

1. The Nervous System: Divisions — central, peripheral, sympathetic. 

2. The neuron, dendrites, axon; functions of gray matter and of white 
matter. 

3. Brain: Weight, blood supply, convolutions; major divisions — cere- 
brum, cerebellum, medulla. 

4. Cerebrum: Functions; brain centers; as, sight, speech, etc. 

5. Functions of the cerebellum and of the medulla. 



78 Physiology and Hygiene. 

6. Spinal cord: Location, size, functions. 

7. Reflex action: Definition; cranial; spinal— simple, instinctive, auto- 
matic; value of habit; care in forming habits. 

8. Path of a motor impulse; of a sensory impulse. 

9. Roots of spinal nerve, dorsal and ventral, afferent and efferent, 
sensory and motor. 

10. Ganglia: Definition, location, use. 

11. End organs of sense: Names, locations, functions. 

Sympathetic system: Location; function; parts — ganglia, 
fibers, plexuses. 

12. Care of the nervous system. Necessity of sufficient sleep. 

13. Causes of nervous breakdown, idiocy, imbecility, weak-mindedness, 
insanity. What is a moron? 

14. Relation of mental abnormalities to poverty and crime. Causes of 
headache, earache, toothache, indigestion, fatigue. 

LESSON XV. 

1. The Eye: Location, size, structure, name and functions of various 
parts; muscles of eyeball. 

2. The process of seeing: Refracting media; mechanism of accommoda- 
tion for near and distant, objects. Make a study of optics and 
demonstrate by experiment refraction of light. 

3. The lachrymal apparatus: Secretion gland, ducts, canals, sac, etc. 

4. Meibomian glands: Location and function. 

5. Errors of refraction: Myopia, hyperopia, presbyopia, astigmatism. 

6. Other defects: Pterygium, cataract, strabismus, color blindness. 

7. Care with reference to overwork, unfavorable light, movement of 
page, size of type, cleanliness, removal of foreign body. 

8. Services of professional expert necessary for treating the eyes. 

9. Compare the eye to a photographer's camera. 

10. Methods of testing the eyes. 

LESSON XVL 

The Ear: 
1. The external eai*: Parts, function, ear wax — uses of. 
2. The middle ear: Bones, muscles, eustachian tubes — function of 
each. 

3. The internal ear: Parts — function of each. Organ of Oorti; semi- 
circular canals. 

4. Describe the process of hearing.. 

5. Causes of defective hearing. Dangers from blow on ear. 

6. Show how throat infection may cause middle-ear disease. 

7. Care of the ear. 

8. Name and locate the end organs of the following sensations: Sight, 
hearing, smell, taste, touch, temperature, equilibrium, pain, and the 
kinaesthetic sense. 

9. Distinguish between special and general sensations. 



Physiology and Hygiene. 79 

LESSON XVII. 

1. Define: Bacteria, protozoa, microbe, saprophyte, parasite, fermen- 
tation, pasteurization, sterilization, pathogenic, ptomaine, immunity, 
vaccination, antitoxin. 

2. Ways of securing immunity from some diseases: 

By keeping health at highest point. 
Having had the disease. 
Vaccination, as in smallpox and typhoid. 
Antitoxin treatment. 

3. Conditions favorable to disease germs. 

4. Ways of combating germs. 

5. Some common diseases, as smallpox, scarlet fever, typhoid, measles, 
whooping cough, influenza, diphtheria; how they are spread, incu- 
bation period of each, and how they may be avoided. 

6. Body defenses against bacteria. 

7. Methods of disinfection. 

8. Useful bacteria: In some manufacturing industries, in the dairy, 
in agricultural pursuits. 

9. Some common disease-bearing insects: House fly, certain kinds of 
mosquitoes, body louse, flea, bed bug, tick. 

LESSON XVIII. 

Give concise but definite rules for giving first-aid treatment in the fol- 
lowing emergencies: 

1. Fainting; hysterical seizure, epileptic seizure. 

2. Hemorrhage from artery, vein, or nose. 

3. Foreign body in eye, ear, nose, or throat. 

4. Burns with fire, steam, lye, acid, or clothing on fire. 

5. Bites or stings from insects, snake bite. 

6. Bite of supposed rabid animal. 

7. How to sterilize and dress any lacerated wound. 

8. What to do in case of sunstroke; in case of heat stroke. 

9. What to do for sprain, dislocation, or fracture. 

10. Treatment of frostbite. 

11. Case of drowning: Method of artificial respiration. 

12. Case of asphyxiation by noxious gas. 

13. Poisoning by an opiate, bichloride of mercury, phenol, silver nitrate, 
etc. Antidote followed by an emetic (no emetic for caustic poisons). 

14. Punctured wounds from rusty nails, etc. 

15. Other cases of emergency that may occur to the mind of the in- 
structor. 

LESSON XIX. 

Sanitation: Compare with sanity. 

1. Problems of town and city life. 

2. Life history of the fly; means of combating. 

3. Life history of the mosquito; means of combating. 



80 Physiology and Hygiene. 

4. Public-health officers; cooperation of all citizens. 

5. Preventing spread of contagious diseases by quarantine and disin- 
fection. 

6. Ways of increasing individual resistance. 

7. Milk testing. Dairy inspection. Food inspection. 

8. Securing a pure and adequate water supply. 

9. Public drinking cup. Common towel. 

Note. — If the instructor desires, Lessons XIX and XX may be combined, and the 
twentieth lesson be devoted to a review and emphasizing important points in the cdurse. 

LESSON XX. 

1. Farm sanitation; Location of house, barn, outbuildings, well. 

2. Well made safe from surface water and other pollution. 

3. Occupational diseases: Stonemasons, glass blowers, typesetters, 
painters; workers with arsenic, phosphorus, and mercury; the cais- 
son disease, etc. 

4. Drug addiction, the cigarette evil, patent-medicine habit. 

5. Management of the sickroom. 

6. Enormous number of deaths due to preventable diseases. (See chap- 

ter 20, Krohn and Crumbine.) 

7. Rules for keeping the health at high-water mark. 

Wholesome food in proper amount plus good digestion. 

Deep breathing of pure air plus vigorous circulation. 

Plenty of sleep (at least eight hours daily) plus freedom 

from worry. 
Abundance of pure water. 
Proper exercise (physical and mental.) 
Avoidance of deleterious drugs and patent medicines. 
Hygienic habits. 
Sanitary surroundings. 
Proper and comfortable clothing. 
Healthy mental attitude. 



United States History. 81 



UNITED STATES HISTORY. 

The instructor's presentation of lessons and recitations should serve 
as model methods. 

The instructor should combine lessons or omit some as time and con- 
ditions permit. 

LESSON I. 

DIVISIONS AND VALUE OF HISTORY. 

Definition. 
1. Divisions. 

Facts of History. 
Philosophy of History. 
Theistic System. 
Spiritualistic System. 
Materialistic System. 
Ancient History. 
Mediaeval History. 
Modern History. 
Sacred History. 
Profane History. 
History of the United States. 
History of Europe. 
Political History. 
Social History. 
Economic History. 
Industrial History. 
Commercial History. 
Religious Hisiory. 
Value of History or Results to be Attained. 
Imparting information. 
Cultivating the power of oral and written expression. (This 

is to be one of the chief objects to be attained.) 
Development of mental faculties — memory, imagination, 

judgment and reasoning. 
Cultivating the habit of study and research. 
Development of patriotism and character. 
Lessons in outlining and organizing. 

Relation of the individual to the community, state, nation, 
society; preparation for citizenship and advancement of 
society. 



6 — Course of Study— 2896 



82 United States History. 

LESSON 11. 

PRIMARY INSTRUCTION. 

1. When introduced. 

2. Oral instruction. 

Selecting the subjects. C 

Organizing the material. 

Telling the story. 

Oral reproduction by pupils. 

Written reproduction by pupils. 

3. Pupils' use of printed matter. 

Biographies. Young children are more interested in persons 
than events. 

Narratives. Events and incidents in the story form culti- 
vate a taste for historic knowledge. 

Pictures and illustrations as a means of story-telling. 

Primary texts. 

LESSON IIL 

GENERAL METHODS. 

Methods. 

1. "Question and answer" method. Show how this method may be 
used to advantage to interest the dull and backward pupil and stimu- 
late interest and spirit in a dull recitation. 

2. Topical method. Limited to the text book in use, but thorough in 
character. 

3. Topical method with a basic text. 

Supplemented by other texts, magazines. 
Current events. 
Outline maps. 

Colored maps and illustrations, and charts. Original source 
material. 

4. Outlines; their place and value. 

5. Dates and their values. Dates of themselves are of little or no 
value, yet important facts without dates may be made of little 
value. A multitude of dates tends to confusion, but important 
dates are of great value to form "historic centers" or "historic 
nuclei" around which cluster minor events. 

6. Historic setting of important events: For example, emigration 

across the Alleghenies; settlement of the Ohio valley; commerce 
down the Mississippi; closing of the Mississippi to navigation; 
Louisiana Purchase, 1803. Give other illustrations. 

7. Cause and effect. Give examples and discuss value. 

8. Correlating — 

With geography. 
With art. 
With literature. 
Historic events. 

9. Illustrate the use of maps and outline maps. 



United States History. 83 

10. What emphasis should be placed on historic centers? historic move- 
ments? epochs? 

11. Discussions and debates, criticisms. 

12. Selected topics and special readings. 

13. Reviews. 

Of preceding recitations. 

Of lesson to preceding related events. 

By subjects, i. e., important treaties, territorial acquisition, 
tariff legislation, industrial development, important inven- 
tions, etc. 

Final reviews. 

Note. — The instructor may direct a model lesson or choose a teacher to direct a model 
lesson, illustrating methods of instruction already discussed, selecting the subject matter. 
(This can be made very valuable to the inexperienced teacher.) 

LESSON IV. 

TEACHER, PUPIL AND MATERIALS. 

1. The teacher. 

How to assign the lesson. 

How to conduct the recitation. 

How to interest, direct, enthuse, inspire. 

How the teacher should prepare for the recitation. 

History may be made one of the most interesting and valuable 

subjects in the curriculum. 
The teacher should be well prepared, a good talker, with a fund 

of stories, interesting anecdotes, etc. 

2. The pupil. 

Relation to lesson assignment. 
Preparation of lesson. 

The pupil should first read the lesson to obtain a general 
idea. 

Then study topics carefully and seek the relation of 
events. 

To be able to outline the lesson. 

To make use of additional or supplementary materials. 
The Recitation. 
Topical. 

Questions by pupils and teacher. 
Cause and effect. 
New matter. 
Maps and Outline Maps. 
Outlines. 
Dates. 
. Criticisms and discussions. 
Reviews and correlations. 
Events of most importance. 

3. Materials available. 



84 United States History. 

LESSON V. 

PERIOD OF DISCOVERY. 

1. European background. 

Conditions in Europe. 

European Wars. 

Intellectual Awakening. 

Inventions : Compass, astrolabe, art of printing. 

Commerce and Commercial Reutes. 

Trade centers. 

Geographical knowledge of the Fifteenth century. 

Northmen and their discoveries. 

Portuguese discoveries. 

The effect of the Crusades. 

2. Columbus and the Discovery of America. 

His early life and training. 

His objects, plans, purposes and obstacles. 

Views regarding the shape of the earth. 

Voyages and discoveries. 

Subsequent life. 

Character and estimate of his work. 

Effects of the discovery. 

LESSON VL 

1. Other explorations. 

Spanish. 
French. 
Dutch. 
English. 

2. The North American Continent. 

Character. 

Native life in North America. Indians and Mound Builders. 

3. Motives of the different Nations. 

4. Early Colonization Attempts. 

Natives. 

Effect of the European Reformation struggle. 
Effect of the Puritan Revolution and other religious persecu- 
tion. 

5. Claims of European Nations. 

Upon what were claims based? 
Discuss the extent of each claim. 
Make a map showing extent of each. 

LESSON VII. 

RISE OF THE ENGLISH COLONIES IN AMERICA. 

1. Settlement. 

Of New England. 

Of the Middle Atlantic Colonies. 

Of the Southern Colonies. 



United States History. 85 

2. Forms of Government. 

3. Life in the Colonies. 

Form of Governments. 

Religions. 

Obstacles to growth. 

Home life. 

Industries. 

4. Relations with the neighbors. 

French. 

Spanish. 

Indians. 

Wars and results. 

LESSON VIII. 

ENGLISH COLONIES IN AMERICA. • 

1. Prominent colonial characters. 

2. Early tendency of isolation. ^ 

3. Tendency towards union of the colonies. 

4. England's colonial policy. 

Acts of England. 

Retaliatory Acts of the Colonies. 

Declaration of Independence, 

5. Revolutionary War. 

Causes. ' 

Campaigns. 

Results. 

6. The formation of the Constitution. 

Articles of Confederation: Weaknesses. 
Formation of the Constitution. 
Different plans proposed. 

Compromises. 

Ratification. 

LESSON IX. 

THE UNITED STATES UNDER THE CONSTITUTION — ESTABLISHING A 

GOVERNMENT. 

1. The First President. 

2. First Acts of Congress. 

3. Interpretation of the Constitution. • 

Loose Constructionists. 
Close Constructionists. 

4. Hamilton's Financial Plan. 

Assumption of debts. 

Bank. 

Mint. 

Coinage Act. 

Sources of revenue. 

Tariff. 

Internal-Revenue Act. 



84 United States History. 

LESSON V. 

PERIOD OF DISCOVERY. 

1. European background. 

Conditions in Europe. 

European Wars. 

Intellectual Awakening. 

Inventions: Compass, astrolabe, art of printing. 

Commerce and Commercial Reutes. 

Trade centers. 

Geographical knowledge of the Fifteenth century. 

Northmen and their discoveries. 

Portuguese discoveries. 

The effect of the Crusades. 

2. Columbus and the Discovery of America. 

His early life and training. 

His objects, plans, purposes and obstacles. 

Views regarding the shape of the earth. 

Voyages and discoveries. 

Subsequent life. 

Character and estimate of his work. 

Effects of the discovery. 

LESSON VI. 

1. other explorations. 

Spanish. 
French. 
Dutch. 
English. 

2. The North American Continent. 

Character. 

Native life in North America. Indians and Mound Builders. 

3. Motives of the different Nations. 

4. Early Colonization Attempts. 

Natives. 

Effect of the European Reformation struggle. 
Effect of the Puritan Revolution and other religious persecu- 
tion. 

5. Claims of European Nations. 

Upon what were claims based? 
Discuss the extent of each claim. 
Make a map showing extent of each. 

LESSON VIL 

RISE OF THE ENGLISH COLONIES IN AMERICA. 

1. Settlement. 

Of New England. 

Of the Middle Atlantic Colonies. 

Of the Southern Colonies. 



United States History. 85 

2. Forms of Government. 

3. Life in the Colonies. 

Form of Governments. 

Religions. 

Obstacles to growth. 

Home life. 

Industries. 

4. Relations with the neighbors. 

French. 

Spanish. 

Indians. 

Wars and results. 

LESSON VIII. 

ENGLISH COLONIES IN AMERICA. * 

1. Prominent colonial characters. 

2. Early tendency of isolation. I 

3. Tendency towards union of the colonies. 

4. England's colonial policy. 

Acts of England. 

Retaliatory Acts of the Colonies. 

Declaration of Independence, 

5. Revolutionary War. 

Causes. ' 

Campaigns. 

Results. 

6. The formation of the Constitution. 

Articles of Confederation: Weaknesses. 
Formation of the Constitution. 
Different plans proposed. 

Compromises. 

Ratification. 

LESSON IX. 

THE UNITED STATES UNDER THE CONSTITUTION — ESTABLISHING A 

GOVERNMENT. 

1. The First President. 

2. First Acts of Congress. 

3. Interpretation of the Constitution. • 

Loose Constructionists. 
Close Constructionists. 

4. Hamilton's Financial Plan. 

Assumption of debts. 

Bank. 

Mint. 

Coinage Act. 

Sources of revenue. 

Tariff. 

Internal-Revenue Act. 



86 United States History. 

5. Foreign Relations. 

With Great Britan. 
With Spain. 
With France. 

6. Compare leadership of Jefferson, of Hamilton, of Adams. 

7. Louisiana Purchase. 

Events leading to the purchase. 
Results. 

8. Struggle for Commercial Freedom. 

American industries and commerce. 
British Orders in Council. 
Napoleon's Decrees. 
War of 1812-14. 
Results. 

LESSON X. 

NATIONAL DEVELOPMENT, 1800-1830. 

1. Migration ■v\lest across the mountains. Three main routes. 

2. Invention of steamboats and steam engines. 

3. Construction of canals, highways and railroads. 

4. Admission of new states. 

5. Growth of population, education. 

6. Territorial expansion. 

Florida. 

Louisiana. 

Settlements in the Oregon Country. 

7. National spirit and assertiveness. 

Monroe Doctrine. 

8. Era of "Good Feeling." 

9. Industrial Development. 

M anuf actur ing. 
Mining. 
Agriculture. 
Textile industries. 
Commerce. 
10. Invention. 

Sewing machine. 

Harvester and ireaper. 

Thresher. 

Telegraph. 

Cable. 

Other inventions. 

LESSON XL 

GROWTH OF SLAVERY, SECTIONALISM, AND OTHER EVENTS. 

1. Constitutional Convention. 
Representation. 
Direct tax. 
Commerce. 



United States History. 87 

2. Slavery. 

Number of slaves North and South, 1790. 
Views about slavery, North and South. 
Effect of climate, soil, cotton gin. 

3. Missouri Conipromise and its effect. 

Balance of power in Congress disturbed. 

4. Tariff Legislation, 1824, 1828, 1833. 

Agricultural and industrial differences between the North and 

South. 
States' rights, and nullification. 
Jackson's defense of nationality. 

5. Financial Troubles, 1832-1840. 

National banks. 
State banks. 
Wild speculation. 
Specie circular. 
Panic. 

Subtreasury. 
6 . National leaders. 

7. Webster-Ashburton Treaty. 

8. The Mormon movement. 

LESSON XII. 

SLAVERY, SECTIONALISM AND STRUGGLE FOR MORE TERRITORY. 

1. Conflicting ideas on slavery. 

Moral, social, industrial, economic and political influences. 

Abolitionists. 

Right of petition. 

Liberty party. 

Split in churches. 

2. Struggle for more slave territory. 

Settlement in Texas. 

Annexation of "all of Oregon," 

Reannexation of Texas. 

Carried into the election of 1844. 

Settlement of Oregon boundary. 

Mexican War and results. 

Conquest of California and New Mexico. 

3. Political conflicts. 

Compromise of 1850, and results. 
Kansas-Nebraska Act of 1854, and results. 
Dred Scott Decision and results. 
Lincoln-Douglas Debates. 
"Uncle Tom's Cabin" and other Literature. 
Election of 1860. 



* 



88 United States History. 

LESSON XIII. 

CIVIL WAR. 

1. Outline the causes of the war. 

2. Attempts at compromise. 

3. Secession. 

Seceding states. 
Border states. 

4. Nationality in the North. 

5. Lincoln's policy. 

6. Military events. 

Opening events. 
Naval events. 
Campaigns in the West. 
Army of Potomac. 
Sherman's March. 
Union victory. 

7. Emancipation Proclamation and its significance. 

8. Attitude of England and France. 

9. Election of 1864. 

10. Financial measures, 

11. Losses. 

12. Death of Lincoln. 

13. Return to peace, 

LESSON XIV, 

RECONSTRUCTION. 

1. Condition of the South. 

Need of political reinstatement. 

Status of Negroes. 

Agricultural and industrial condition. 

2. Plans of Reconstruction. 

Lincoln's plan. 
Johnson's plan. 
Congressional plan. 

3. Tenure-of-Office Act, and impeachment of President Johnson. 

4. Freedmen's Bureau and Civil Rights Bill. 

5. Reconstruction carried out. 

"Carpet-Bag" or military rule in the South. 
Ku Klux Klan. 
Force Bills. 

6. The Washington treaty and Alabama Claims. 

LESSON XV. 

NATIONAL DEVELOPMENT. 

Settlement of the West. 

Discovery of gold and silver in the West. 
Pony express and Overland Stage. 
Union Pacific Railrpad. 



United States History. 89 

Homestead Act. 
Northern Pacific. 
Santa Fe. 
New state admitted. 

2. Commercial prosperity followed by panic of 1873. 

3. Civil-Service Reform. 

The Spoils System. 
Law of 1871. 
Pendelton Act of 1883. 

4. Coinage Legislation. 

Demonetization 1873. 

Specie-Resumption Act, 1875 ; Effective January 1, 1879. 

Sherman Act 1890, and repeal. 

Gold-Standard Act, 1900. 

LESSON XVI. 

NATIONAL DEVELOPMENT — [CONTINUED]. ' 

1. Immigration, 1860 to 1920. 

Number of immigrants. 

Character. 

Nationalities. 

Since the World War. 

Present status of immigration policy. 

2. Trusts and Corporations. 

Growth and abuses. 
Antitrust legislation. 
Railroads. 

Abuses. 

Interstate Commerce Act, 1887. 

Rate Law of 1906. 

Government operation. 

Return to private operation. 

3. Territorial Expansion. 

Alaska. 

Hawaiian Islands. 

Samoan Islands. 

Philippines, Porto Rico, and Guam. 

Panama and Panama Canal. 

Danish West Indies. 

4. Spanish-American War. 

Cause and results. 

LESSON XVII. 

NATIONAL DEVELOPMENT — [CONTINUED]. 

1. Inventions since 1860. 

2. Growth of Industries. 

Manufacturing. 

Mining. 

Commerce. 



90 United States History. 

Agriculture. 
Transportation. 

3. Growth of cities, population, education. 

4. Measures in the interests of public welfare. 

Sanitary and health laws. 

Children's bureau. 

Parcels post. 

Civil service. 

Prohibition. 

National reserves and parks. 

New cabinet departments. 

Of Commerce. i 

Of Labor. 
Woman suffrage. 

5. Amendments to the Constitution. 

Sixteenth, seventeenth, eighteenth and nineteenth. 

6. Tariff, Revenue and Banking. 

Recent tariff legislation. 

Income-tax Laws. 

Federal Reserve Bank Law, 1913. 

7. Adamson Act, 1916. 

LESSON XVIII. 

WORLD WAR. 

1. European Background. 

Triple Alliance and Triple Entente. 
Rivalry industrially and commercially. 

German dream of world dominion, and Pan-Germanism in full 
sway. 

2. Europe at War. 

Effects in the United States. 
Ruthlessness of Germany. 
America enters the War. 

Reasons. 

War program. 

War boards. 

Taxes and finance. 

The Mexican trouble. 

3. The Collapse of Russia and the German offensive. 

4. Allied victory. 

5. Treaty of Peace. 

LESSON XIX. 

SOME PRESENT-DAY PROBLEMS. 

1. League of Nations versus "A society of free nations," striving to 
maintain peace on earth. 

2. Method of exacting reparation by Germany. 

3. Reaction after the War. 

Strain of commerce and industry. 

Great decline in agricultural products and loss to farmers. 



United States History. 91 

Unemployment and decline in wages. 
How to adjust and remedy them. 

4. Rise of serious labor troubles. 

Radical agitation, I. W. W.'s, and socialistic elements. 
Demands of organized labor; the closed shop; the open shop. 
The rights of labor and its relation to the public. 
The Industrial Court. 

5. Revenue and tax revision. 

The income tax. 
Excess-profits tax. 
The tariff tax. 
The proposed sales tax. 

6. Other pressing problems. 

Immigration policy. 
Emergency tariff. 

Strong army and navy or disarmament. 

High transportation rates and effect on prices. Railroad def- 
icits. Lauck's report. 
Relation with Mexico, Russia and other countries. 

LESSON XX. 

, REVIEW LESSONv 

Make an outline, giving in a serial form or historic chain the essential 
facts of all the following: 

Territorial annexations. 
Important treaties. 
Tariff acts. 
Coinage acts. 
Banking laws. 
Financial panics. 
Important inventions. 
Wars. 

Universal suffrage. 
Immigration acts. 
Other topics. 



92 Kansas History. 



KANSAS HISTORY. 

Suggested Maps and Books for Use. 

Maps: Outline, railroad, charted road. United States, county map. 

Reference Books: Arnold, History of Kansas (state text); Spring, 
Kansas; Hazelrigg, History of Kansas; Prentis, History of Kansas; 
Carruth, Kansas in Literature; Cordley, Pioneer Days; Ware, Quivira; 
Brigham, Geographical Influence in American History; Race, Outlines 
in Kansas History; Blackmar, Life of Charles Robinson; Mrs. Robinson, 
Kansas: Its Interior and Exterior Life; Kansas Historical Collections, 
vols. I-IX. 

Note. — The purpose of teaching Kansas history should be to give the children of 
Kansas an understanding and an appreciation of the ideals and institutions of the com- 
monwealth ; to , perpetuate the spirit of the pioneer ; to develop loyal and law-abiding 
citizens. 

LESSON I. 

Ownership of Territory: Spanish, before 1682 through explorations of 
Coronado and others. French, 1682#1763, through explorations of 
LaSalle and others. Spanish, 1763-1800, Treaty of Paris, which 
closed French and Indian War. French, 1800-1903, Treaty of Ilde- 
fonso. United States, 1803, Louisiana Purchase: Why did Napoleon 
wish to sell? Why did United States wish to buy? Boundaries; 
price; states afterwards carved from the territory; part of Kansas 
included in the^purchase. 

Spanish Explorations: Narvaez, Cabeca de Vaca, Coronado. Who was 
Coronado? Purpose of his expedition; equipment; route; incidents; 

• description of Quivira; results of the expedition. 

French expeditions: The French in the Mississippi Valley; LaSalle and 
Marquette; occupation of New Orleans; Dutisne; Bourgmont. Ob- 
ject, route, and results of these expeditions. 

American Explorations: Lewis and Clark; Pike; Long; Fremont. Give 
date, purpose, route, equipment, incidents, and results of each expe- 
dition. Descriptions of the country given by each. 

Special Topics. 

1. In what ways has the Spaniard left his imprint upon the south- 
western section of the United States? 

2. Did the Spanish missions have any pA-manent influence? 

LESSON IL 

THE INDIAN COUNTRY. 

The Indians: Native tribes; location; emigrant tribes; removal policy 
of the government. Date of removal and location of each reservation 
in Kansas. Mode of life. Method of treatment by the government. 

Missions : Purpose. Name and locate important missions of the Catholic, 
Baptist, Methodist, Presbyterian, and Friends churches. The work 
of Pixley, Schoenmachers, Johnson, McCoy, Meeker, and others. 
Colleges that have grown out of mission schools. 



Kansas History. 93 

Special Topics. 

1. Was the removal of the Indian tribes justifiable? 

2. Discuss the work and influence of the early missionaries among the 
Indians. Were Indians ever "Christianized"? 

THE TRADER. 

Trails: The Santa Fe trail: origin; length; termini; location through 
Kansas; important points on the trial. The Caravan; incidents of 
a trip. The Oregon Trail. The Fayetteville Road; Fort Riley Road; 
California Road. Importance of these trails and roads in the de- 
velopment of Kansas. Trail markers. . • 

Trading Posts, Fur Traders, Forts: Name and locate the forts estab- 
lished in Kansas prior to 1860. Purpose of the forts. 

Special Topics. 

1. To what extent do the trader and the trapper prepare the way for 
civilization? 

2. To what extent do the great arteries of commerce in Kansas at the 
present time follow the old trails and roads? 

3. Why should money be spent in marking the Santa Fe and other 
trails? 

LESSON III. 

POLITICAL CONDITIONS IN 1854. 

The slavery question: National leaders. The Missouri Compromise, The 
Kansas-Nebraska Act; provisions in regard to boundary and slavery; 
effect upon the slavery agitation. 

Special topics: 

1. Had the Missouri Compromise been strictly adhered to up to its 
repeal by the Kansas-Nebraska Act? (Platte Purchase.) 

2. Lincoln and Douglas debates. 

3. What justification had the South for claiming Kansas as rightfully 
slave territory? 

COMING OF THE SETTLERS. 

Emigration societies. North and South. Salt Creek convention. Activity 
on Missouri border. Towns founded. Newspapers. The first census. 
Conditions of life in the new settlements. The Actual Settlers' As- 
sociation. 

Special Topics. 

1. Was it fair for New England to aid Free-State settlers in Kansas? 

2. Influence of early newspapers in Kansas. Present character and 
influence of the Kansas press. 

LESSON IV. 

BEGINNING OF STRIFE. 

First election of Delegate to Congress. Election of Territorial legisla- 
ture. Leaders. Acts passed. Removal of Governor Reeder. Wood- 
son acting Governor. Mob violence. 
Special Topics. 
1. Strong and weak points in Governor Reeder as an executive. 



94 Kansas History. 

2. Influences brought to bear in the location of the various capitals of 
Kansas. 

REIGN OF LAWLESSNESS. 

Wakarusa War. Invasion of Lawrence. Pottawatomie massacre. Mur- 
ders. Arrest of Free-State leaders. Disbanding Topeka Legislature. 
Arrest of Doctor Robinson. Siege of Lawrence. Burning of Osa- 
watomie. Resignation of Governor Shannon. Lane and Brown. 
Governor Geary. Second Territorial Legislature. 

Special Topics: 

1. Discuss character and work of Lane and Brown. 

2. Why was Lawrence so obnoxious to the Proslavery party? 

LESSON V. 

LECOMPTON CONSTITUTION. 

Election of delegates. The convention. Provisions of the constitution. 
Votes by the people. Action of Congress. Governor Walker. Third 
Territorial Legislature. Collapse of the Topeka Government. Gov- 
ernor Denver. 

Special Topics. 

1. Sources of the various constitutions proposed. 

2. Was the Topeka Government strictly, in the eyes of the law, 
treasonable? 

FREE-STATE PARTY IN POWER. 

Grasshopper Falls convention. Election of 1857. Vote. Special session 
of Territorial Legislature. Acts. Leavenworth Constitution. Pro- 
visions. Vote by the people. Governor Medary. 

Special Topics. 

1. Influence of Free-state party in Kansas upon national politics. 

2. Compare Robinson and Lane as leaders. 

LESSON VL 

REVIEW OF TERRITORIAL PERIOD. 

Name the territorial governors, telling something of the life of each and 
the leading events of his administration. The legislatures : when, 
where assembled, acts. Constitutions: name; how proposed; pro- 
visions; fate. Capital^ of Kansas. Leaders. 

Special Topics. 

1. The general policy of the United States in the government of an 
organized Territory. 

2. Difference in status between a Territory and a foreign possession. 
Compare government of Alaska, Porto Rico, and the Philippines. 

MAKING THE CONSTITUTIONS. 

Fourth session of Territorial Legislature. Codified laws. New constitu- 
tion proposed. Other acts. The Wyandotte Constitution. Leaders: 
Proslavery and Freestate. Freestate officers elected. Population. 
Schools and churches; colleges founded. Roads: Pony Express; 
stage lines; railroads. Drought of 1860; aid. Home life. 



Kansas History. 95 

Special Topics: 

1. Should Kansas have a new constitution? 

2. Discuss the important amendments that have been made to the 
Constitution of Kansas. 

3. Some important judicial decisions involving constitutional questions. 

f . 

LESSON VII. 

DEVELOPMENT OF THE STATE. 

Laying the foundations, 1861-'78. Civil War. Danger to the new state. 
Lack of means. War measures. Soldiers furnished. Quantrill's 
Raid. Price's Raid. 

Institutions founded. Railroad building. Westward movement of popu- 
lation. New industries. Growth in population. Foreign colonies. 
Grasshoppers. The Homestead law. 

Special Topics: 

1. Influence of the "old soldier" in Kansas. 

2. Chief factors in the rapid development of the State following the 
Civil War. 

FRONTIER LIFE. 

Indian raids. Military posts. Texas cattle trade. Political events. 
State elections. Senatorial elections. Labor party. Biennial ses- 
sions of Legislature. Antilottery law. Price-Raid claims. 

Special Topics: 

1. Do we still have a frontier in Kansas? 

2. What effects have drought, flood, and pestilence had upon the life 
of our people? 

LESSON VIIL 

RAPID GROWTH, 1878-'88. 

Railroad building. Display at Centennial Exhibition at Philadelphia in 
1876. Effect upon immigration. Homesteading. Bounteous crops. 
The "boom." State Institutions founded. Prohibition amendment. 
Municipal suffrage. Negro immigration. Cheyenne Indian raid — 
the last chapter in the Indian question in Kansas. 

Special Topics: 

1. What effect have prohibition and equal suffrage had upon our 
political, social and economic life? 

2. What results have been secured by the antitobacco and cigarette 
laws? 

3. Is the extraordinary publicity Kansas receives helpful or harmful? 

DECLINE AND REVIVAL. 

Collapse of the boom. Crop failures. General industrial depression over 
the entire country. Exodus to Oklahoma. Lessons from adversity. 
Revival of business and return to prosperity. Original-Package case. 

Special Topics. 

1. Discuss resources of Kansas. 

2. Effect of the introduction of alfalfa, sorghums, hard wheat, and im- 
proved varieties of stock and grain upon the wealth of the state. 



96 Kansas History. 

3. The work of the Agricultural College and the various agricultural 
societies. 

LESSON IX. 

POLITICAL CHANGES. 

Farmers' Alliance. Populists. Election of 1893. Legislative war. Elec- 
tion of 1895. Important legislation. Election of 1897. Legislation 
of 1897. Kansas in the Spanish-American War. Election of 1899. 
Biennial-election law. Election of 1903. Legislature of 1903. 

Special Topics: 

1. What ideas now incorporated into law upon our statute books were 
once considered visionary? 

2. Discuss the Kansan's habit of free speech and independent thinking. 

LEGISLATION — RESULTS. 

Physiology and Hygiene. — Page 49, 1920 School Laws. 

Child-labor law. Anticigarette law. Bone-dry law. Good-roads legisla- 
tion. City-manager act. Workmen's compensation. Mothers' pen- 
sions. School legislation. State Board of Administration, and state 
business manager. (See School Laws, 1920.) 

Special topics: Recent legislation along the line of political reform; in- 
dustrial reform; social welfare; educational progress. School Li- 
braries. (Law, 1918.) 

LESSON X. 

LATER EVENTS. 

Kansas and the World War. The Armistice. Legislature of 1919. 

Special Session, June 16, 1919. Special Session of Legislature of 

1920. Oil and gas development. Legislature, 1921. Public Utilities 

• Commission. Industrial Court. Educational laws. Road Building. 

Agricultural and - Industrial conditions. 



"AD ASTEA PER ASPERA." 

"To the stars through difficulties," the motto of Kansas, is not only 
historic, but suggestive of a fact that will be true forever, that the con- 
quest of difficulties is the way to moral as well as political success. 



Civil Government. 97 



CIVIL GOVERNMENT. 

The following lessons are intended to be worked out by project 
problems or ideas wherein the instructor assigns the problems and 
designates members of the Institute to do the required work. 

LESSON I. 

What is a citizen? Who are the citizens of your community? Classes 
of citizens. Discuss briefly the present naturalization laws. 

Project. To exemplify the entire process of naturalization. 

Problem. To discover the entire proceedings of making foreigners 
into citizens. 

Research. History of naturalization in the states and territories j 
wholesale naturalization; naturalization of husband or wife or children. 
•Appoint officers; issue and file papers and complete the process fully. 

Note. — The principal books referred to in this outline are: Guitteau, Arnolds, Hughes, 
James and Sanford, Dole, Hinsdale, Fisk, or any other of the recent books on civics or 
civil government. 

This outline is intended to suggest a more logical and practical study 
of the subject of civics than has been heretofore in common use. The 
method may be called "the Project-Problem or Project-Idea Method." 
This method in various forms has contributed more to the interest and 
definite aims of both teacher and pupil than is generally realized. 

No subject is more easily laid off into projects to be worked out than 
the study of civics. The method arouses initiative in the pupil and forms 
the aim and the motive for his "doin§" things. The practice is to the 
study of civics what dramatization is to the study of reading and lan- 
guage. 

The lessons of the World War have greatly stimulated the training for 
citizenship. We had never before realized what a vast horde of foreign- 
ers, out of touch with American ideals, we had among us. Since the war, 
state after state has enacted legislation intended to help to Americanize 
the foreign elements living under our government. Some of these laws 
require continuous civic instruction throughout the elementary and sec- 
ondary schools. 

The study of civics should begin with the first grade of the schools 
and be continued throughout the entire course. The subject matter 
should be drawn from the community life, and the interest of the child 
should be linked up with the civic affairs taking place about him. Reality 
is what gives the charm to any lesson, no matter what the subject. 

LESSON IL 

Necessity for law. Law in the home; in the community. Are all the 
laws we must obey written in books and statutes? Difference between 
law and government. The community. Community planning — notable 
examples: Boston, Pittsburg, Washington. Your community; its boun- 

7 — Course of Study— 2896 



98 Civil Government. 

daries; how separated from other communities. Write a short para- 
graph on the ideal home; the school district. 

Project. To organize a school district and transact the business of 
the annual school meeting. 

Problem. To find out who are the members of the school board of your 
own district or any other district selected for the purpose; the manners 
of election; for what length of time; who may vote at school-district 
elections; when the election is held; the powers and duties of the 
board. Define and discuss: Standard School; Superior School. 

LESSON III. 

Discuss the reasons for including public health in the study of civics. 
What event in recent years has been the cause of closer attention to 
public health and civic development than heretofore? Name and dis- 
cuss the organization which has devoted so much money, time and at- 
tention to public health in recent years. What is the meaning of 
Health Crusade? Purpose? Results? Ranks and orders conferred; 
name the ranks; name the health chores and other requirements. Why 
is the government concerned in public health? the individual? Why 
are we concerned in the health of others? Discuss "Safety First." Why 
should there be a "Safety First" week in the schools? Also discuss "The 
White Plague"; prevention of "White Plague"; contagion; infection. 
Vaccination; study of; effective in what diseases. Meaning of epidemic; 
meaning of first aid. 

Project. To find how the health laws are enforced in the state. 

Problem. Name all the officers concerned in the administration of 
health in your community; the state health officer, and give powers and 
duties of the State Board of Health. Instructor will designate teachers 
to act under the name of the officers and to transact some of the busi- 
ness of a health board. It may be a proclamation; a demonstration; 
fumigating; disinfecting; quarantine; disease germs. 

LESSON IV. 

Why should individuals be interested in education? The state? The 
Federal government? Give a brief history of education as shown by 
the growth of the school system in the United States. What changes 
in the school system are now imminent? Defects in the rural schools; 
consolidation; improvement of rural schools; further use of the school 
property. Why should people whose children have finished the district 
school still be willing to pay taxes for the support of schools? What 
is the Smith-Hughes Bill? The Smith-Towner? How does the state 
give specal aid to rural high schools and city high schools? What is 
meant by County Unit? What educational legislation was passed by the 
1921 Legislature? 

Project. To find out how much money is spent on local education 
as compared with other local interests. 



Civil Government. 99 

Problem I. To secure a blank tax receipt from the county and com- 
pare the school levy with the total amount levied for other purposes. 

Problem II. To find out how much is paid for education by the state; 
the government ; the total. 

LESSON V. 

What is punishment? What is its purpose? Discuss former punish- 
ment by the government; in the home; the school; the present idea 
and purposes. What is the probation idea? What are the require- 
ments of the compulsory school law? What are the responsibilities of 
parents under this law? Describe and give brief history of Ben 
Lindsey's Court; of Gunkel's. Is the world more or less humane than 
formerly, as shown by the methods of punishment and the treatment 
of offenders? 

Give the provisions of the Kansas cigarette law. Is it enforced in 
your community? Whose duty is it to enforce it? What duty, if any, 
does the community owe to its poor, dependent and defective classes? 
What provision has Kansas made for their care? 

Project. Illustrate treatment of offenders through th6 organization 
of a Probate Court. GivQ^ a hearing in due form to determine what 
shall be done in some particular case brought forth for the purpose. 

Problem. To find out the duties of a Probate Court as to juvenile 
offenders and incorrigibles or delinquent children of school age, and 
to try a case. 

LESSON VL 

The Courts: Defined and organized according to the constitution of 
the United States and of Kansas. Discuss the advantages and disad- 
vantages of the jury system. Why should people avoid litigation if pos- 
sible? 

Project or graph idea. Begin with the Justice Court. 

Problem I. To present the idea in graphic form so that the system 
or chain of courts may be held in mind or recalled easily. Let a small 
rectangle represent the Justice Court. Appoint a teacher for judge and 
two for constables; transact a short piece of legal business and complete 
the case. Discuss terms, such as: case, jury, jurisdiction, kind of crimes, 
civil and criminal action, procedure, terms of officers of the court. 

Problem II. District Court: Larger rectangle studied in same manner. 

Problem III. Supreme Court: Still larger rectangle; studied in same 
manner, with parallel lines running from one court to another and show- 
ing how a case may proceed through appeal. 

Within the rectangles show the amount of money or kinds of cases or 
crimes that may be tried in each court. 

Further Problems. Take up the United States Courts in the same 
manner, showing the different courts by rectangles and the routes that 
appeals may take to reach each court. 

Emphasize the two systems of courts and their relations. Officers of 
each court should be represented by teachers who are present, and they 
should answer questions or define their duties. 



100 Civil Government. 

In working out the problems, become thoroughly familiar with the 
kinds of cases; the terms "plaintiff" and "defendant"; the meaning of 
direct and cross-examination; bail; venue; grand jury; petit jury; ver- 
dict; appeal; subpoena. 

Explain the rights of a person accused of crime. 

LESSON VII. 

Contracts: Boys and girls should have early training in the forms 
and usages of contracts. Define contract; agreement; parties to each; 
the six elements of a contract; oral and written contract; the terms: 
wages, salary, usury, fraud, misrepresentation, statute of limitations. 
Study the terms: mortgage, mortgagor, mortgagee, foreclosure, redemp- 
tion. Definitions will be of little value unless the actual transactions 
have been made and the attention of teachers secured. 

W^ills: Definition; who can make a will in Kansas? Witnesses. De- 
scents and distributions. Promissory notes. 

Project I. For example: Appoint two teachers to draw up a written 
agreement containing the essential elements of a contract. Let this be 
a subject for criticism before the class. Distinguish: agreement; con- 
tract — oral, written; party of the first part, second part; acknowl- 
edgement; indorsement; option. 

Project II. To work out the legal method of transferring real estate. 

Problem I. To secure blank deed, fill it out, have it acknowledged and 
recorded, so that after due form and procedure it shall be a perfectly 
legal transaction. To do this, some teacher must be register of deeds, 
some one must be a notary public, and others must be the parties of the 
contract. 

Problem II. Carry a mortgage through to its final release in the 
same manner. 

LESSON VIII. 

Public Lands : Brief history of Congressional surveys. Graphic study 
of township — congressional, civil, municipal; Initial Point; Base Line; 
Correction Line; Prime Meridian; range; section; parts of section; legal 
location of same, and other terms involved in the legal description of 
real estate. Acquisition of territory; brief history of same. Land owned 
by the United States or state; how disposed of; land owned by corpora- 
tions or individuals. Eminent Domain. 

Project I. Require each teacher to locate certain subdivisions of land 
which shall be designated in writing. Let one or more place their work 
upon the board for criticism. 

Project Problem, I. Assign one or more teachers the work of giving 
a brief history of irrigation from the earliest times. 

Project Problem, II. Present great irrigation projects in the United 
States. 

Project Problem III. Irrigation in Kansas. 

Project Problem IV. Future outlook for redeeming barren or semi- 
barren land in Kansas through the system of irrigation. 



Civil Government. 101 

LESSON IX. 

Corporations: Define corporations; partnership; essentials of a cor- 
poration; how organized. Discuss the responsibility of parties in a cor- 
poration; in a partnership. Name corporations near at hand; name 
them in your own community — banks, milling; school-district boards; 
church trustees; manufacturing companies of various kinds; farmers' 
organizations; mutual insurance companies, etc. Discuss: "Blue-Sky" 
law; capital and labor; unions — discriminatory; strike and lockout; 
Arbitration; Regulation of labor; Workmen's Compensation Laws; Hours 
of Labor; protection of life; Child labor; the Kansas child-labor law; 
truancy law; Welfare Commission; Court of Industrial Relations; profit 
sharing; cooperative movements; government attitude towards industries 
now, formerly; welfare work. What was the trouble caused by Howat? 
Who is John L. Lewis? 

Transportation by land, water, air. Passenger and freight rates. In- 
terstate Commerce Commission. Consolidation of railroads. Was gov- 
ernment ownership of railroads during the war a fair test of the prin- 
ciple? Elevated lines and subways. Franchises. Public Utilities Com- 
mission. 

Project. To organize a legal corporation. 

Problem I. To transact some business as a corporation ; to dissolve the 
corporation. 

Problem II. To bring a brief, concise history of the Court of Indus- 
trial Relations to the class. 

Research. To find some acts of this court since its organization. 

LESSON X. 

Political parties: Reasons for; party organization; nominations. 

Discuss: Initiative; referendum; recall. Tenure of office; appointive 
officers; the spoils system versus the merit system; Civil Service; Short 
ballot; Duty of voters; Defects in popular government; Present conditions 
and tendencies. 

Elections: Begin with the school election; the election of the Board; 
the names of the officers. The county; name the offices and the officers, 
show that they are elected at the same time and in the same way as all 
the state officers. 

Project. To learn how certain officers are elected. 

Problem, I. To hold an election with judges, clerks, election booths — 
eiv.her materialized or imagined; to go through all the workings of an 
election, and secure clear, intelligent action to impress the process upon 
the minds of the teachers. The question of the election of President; 
congressmen; United States senators should also belong to this unit. 

LESSON XL 

Taxation: What is the meaning? Why necessary? Who pay? Why? 
What is the relation of taxpaying to good citizenship? The assessment 
and collection of local taxes; budget making; proposed tax reforms. 



102 Civil Government. 

state Tax Commission; Exemptions from taxation; Use of public funds; 
Duty of the citizen in regard to taxation. Read Article 11, sections 1 to 4, 
of the State constitution. 

Projects. To pay taxes with an intelligent appreciation of the purpose. 

Problem I. To assign a specified piece of real estate or personal prop- 
erty and show why and wherefore each particular part of the total tax 
upon it has been assessed. 

Problem II. To find why your school district pays more or less taxes 
than the adjacent districts. 

LESSON XII. 

Kansas government: The three departments — Legislative, Executive, 
and Judicial. Name all the elective offices and the present incumbents of 
the same; tenure of office, salary and duties of each. Name some of the 
more important appointive offices of the state government. 

Local Government: School districts; township; county; state; city. 
Review project as to organization and work of city with council, with 
commission, city manager. Cities of first, second and third class defined, 
with a list of the first-class cities and examples of each of second- and 
third-class cities. Discuss: County offices; legislature; representative; 
senator; term; salary; eligibility. Name officers of Supreme Court; state 
appointive officers ; Kansas congressmen and senators. 

Project. To introduce and pass a bill through the legislature. 

Problem. To find the process and carry the bill through the stages. 

LESSON XIIL 

Take up a brief study of colonial history. Name the kinds of colonial 
government. Compare a community of that period with a community of 
the present. Articles of Confederation; defects. Conventions leading to 
the formation of the constitution. 

The Constitutional Convention; place and time of meeting; purpose; 
prominent members of; difficulties; compromises; results; ratification. 
Compare with ^Articles of Confederation. Read and discuss the preamble 
to the Constitution. 

Projects. Exemplify these conventions by the teachers reproducing 
the important acts of each. 

LESSON XIV. 

Congress: Of what composed? Meaning of bicameral; officers of each 
house; number in each house; salary of members; eligibility of members. 
Regular session of Congress, special session; ration of representation; 
present number of citizens required for one representative. 

Powers of Congress: Enumeration of special powers; the legislative, 
executive, judicial branches of the government. The passing of laws. 
Checks on legislation. Veto power; kinds of vetoes. 

Committees in Congress: Appointment, necessity, importance, power; 



Civil Government. 103 

purpose and effect of debate. Compare the power of the presiding officers 
of the two houses. Who is the present speaker? Methods of voting 
and recording votes. Lobbying; Logrolling. The President's influence 
over legislation. 

Project. Pass a bill through Congress and have it vetoed. 

Problem. To proceed from a study of state legislation to recognize 
the similarity and differences, and carry a bill through both houses of 
Congress and to the President for signature. 

LESSON XV. 

Congress — continued: Discuss the number of powers enumerated in 
the constitution; denied; national taxation; duties; tariff; protective; 
revenue; smuggling; reciprocity; uniformity. Powers of Congress over 
foreign and domestic commerce. Money; power of coinage; mint; paper 
money; kinds; legal tender. Postal system; development; people em- 
ployed; classes of postoffices; classes of mail; rates of each; money 
orders; registered letters; city and rural delivery; postal savings banks; 
development of parcel post. 

Project. Send a letter registered, special delivery, or as ordinary mail 
from one obscure place to another. 

Problem. To find out the exact route the letter would take and 
how and by what officials it would be handled until its delivery. 

LESSON XVI. 

Copyright and patents: Purpose; how patented; cost and length of 
time. Army and navy; size of each; size in the late war; cost of main- 
taining present status as fixed by Congress. Arbitration; disarma- 
ment and International J*eace; discussion of present outlook; present 
condition; the "Fourteen Points"; Section 10. District of Columbia; brief 
history. In what ways does the government differ from that of a state? 
The "sweeping clause." 

Project. Trace a patent or copyright from application to letters pat- 
ent or copyright. 

LESSON XVII. 

Executive Department: President and Vice President — qualifications; 
length of term; date of beginning; connect this date with sessions of 
Congress. Method of election; electoral college; number of electors; 
name one or more of the electors from Kansas of the last electoral 
college. National Convention; membership, function; national com- 
mittee. What question was raised in the last Republican convention at 
Chicago as to money used? In the Democratic at San Francisco? Dis- 
cuss public attitude towards conventions; the presidential primary; sal- 
ary of the President; succession law; powers of the President as to 
pardons; reprieves; civil service; spoils system; messages of President. 
Name the first Cabinet; the present one. 



104 Civil Government. 

Project. Organize the present Cabinet, naming each officer, and while 
thus organized discuss one or more of the questions upon which the 
Cabinet is now working. 

LESSON XVIII. 

Define Bill of Rights ; origin of Bill of Rights ; how many amendments 
does it contain? Give attention to the following: Freedom of religion, 
speech and press; right to keep and bear arms; speedy public trial; 
not twice put in jeopardy of life or limb; trial by jury; bail and fines; 
compare Bill of Rights in our constitution with that of the state con- 
stitution. How may the constitution be amended? How many amend- 
ments? Give the substance of each amendment from the Fifteenth on, 
in order of their adoption. Are there any now pending? Are all the 
rights of the people enumerated? If not, why? State or national 
rights ? Is the attitude the same as in the beginning of our constitution ? 
New powers of government. Give examples. Examine carefully the 
first eight articles of the bill of rights and compare with the bill of 
rights of the Kansas state constitution. Explain the meaning of the 
ninth and tenth articles of the bill of rights. 

Project. To find some right of the people which was protected or safe- 
guarded by the seventeenth amendment; by the eighteenth. What is the 
nineteenth ? 

LESSON XIX. 

Relations with other countries: Basis of international relations; rights 
of states; relation of states with each other; foreign representatives — 
ambassadors, ministers plenipotentiary, consuls, and other public minis- 
ters; name the ambassadors to the chief European countries; give 
duties of consuls. 

Define the status of each of the following: ^laska, Hawaiian Islands, 
Porto Rico, the Ladrones, Philippine Islands, Tutuila, Panama, Canal 
Zone, Virgin Islands. How governed? 

Name and discuss three things which the United States guarantees to 
every state. 

Treaties: By whom made; enforcement of treaties and obligations; 
name six important ones. 

LESSON XX. 

STATE OFFICERS AND SALARIES. 

Office. Name. Salary. 

Governor Henry J. Allen $5,000 

Lieutenant Governor Chas. S. Huffman 700 

Secretary of State L. J. Pettijohn 3,000 

Auditor of State Norton A. Turner 3,000 

Treasurer of State E. T. (Tom) Thompson 3,600 

Attorney-General Richard J. Hopkins 4,000 

Superintendent of Public Instruction Lorraine Elizabeth Wooster 3,000 

Superintendent of Insurance Frank L. Travis 3,000 

State Printer B. P. Walker 3,000 



Civil Government. 105 

THE KANSAS SUPREME COURT. 

Name. Position. Salary. 

Wm. A. Johnston Chief Justice Supreme Court $5,000 

R. A. Burch Justice 5,000 

H. F. Mason Justice 6,000 

Silas Porter Justice 4,000 

J. S. West Justice 4,000 

John Marshall •. Justice 6,000 

John S. Dawson Justice 6,000 

KANSAS UNITED STATES SENATORS. 

Name. Address. Salaries. Term expires. 

Charles Curtis Topeka $7,500 March 4, 1927 

Arthur Capper Topeka. 7,500 March 4, 1925 

KANSAS REPRESENTATIVES IN CONGRESS. 

Name. Address. Salaries. District. Term expires. 

D. R. Anthony Leavenworth $7,500 First March 4, 1923 

Edward C. Little Kansas City 7,500 Second March 4, 1923 

Phillip P. Campbell Pittsburg 7,500 Third March 4, 1923 

Homer Hoch Marion 7,500 Fourth March 4, 1923 

James G. Strong Blue Rapids 7,500 Fifth March 4, 1923 

Hays B. White Mankato .- 7,500 Sixth March 4, 1923 

J. N, Tincher Medicine Lodge 7,500 Seventh March 4, 1923 

R. E. Bird Wichita 7,500 Eighth March 4, 1923 

Note. — Let teachers name their congressional district and give the name of their con- 
gressman. 

Kansas has 40 State Senators. Who is the Senator from, your Sena- 
torial District? 

Kansas has 125 State Representatives. Who is your State Representa- 
tive? 

NATIONAL GOVERNMENT. 

Officers. • Salaries. 

President $75,000 

Vice President 12,000 

Secretary of State 12,000 

Secretary of Treasury 12,000 

Secretary of War 12,000 

Attorney-General 12,000 

Postmaster General 12,000 

Secretary of Navy 12,000 

Secretary of Interior 12,000 

Secretary of Agriculture 12,000 

Secretary of Commerce 12,000 

Secretary of Labor 12,000 

Chief Justice, Supreme Court 15,000 

Associate Justices (8), Supreme Court (each) 14,500 



106 



Civil Government. 




Agriculture. 107 



AGRICULTURE. 
LESSON I. 

Function of Agriculture in Schools. 
It interests students. 

It tends to stop relative decrease in rural populations 
It leads to more scientific and permanent agriculture in Kansas. 
It interests people in needs of rural community. 
It increases wealth. Financial success is necessary before healthy 

community life may develop. 
Helps for Teaching Agriculture. 
Books, Bulletins, Periodicals. 

Apparatus necessary — as simple as possible. See Farmers' Bulle- 
tin 606. 
Seasonal method. When farmers are planting corn their sons are 

interested in that task more than in others. 
Problem or job method. Farming consists of pieces of work or 
"jobs"; students are to be helped to become able to do these 
jobs. 
Preparation of the teacher. 
Library. References : 

Essentials of Agriculture. — Waters. 

Beginnings in Animal Husbandry. — C. S. Plumb. 

Field Crops. — Wilson and Warburton. 

Feeds and Feeding (abridged). — Henry and Morrison. 

Biennial Reports State Board of Agriculture. 

Bulletins. 

LESSON II. 

Parts of a plant: Use of each. Plant food: What is it? How is it 
taken from soil? How used? Uses of water to plant. Food storage. 
How do plants reproduce? (Use alfalfa, wood, potato, corn, and Ber- 
muda or Buffalo grass to illustrate.) 

Note. — Both instructor and teachers should secure reference books and the free 
publications that may be had by sending to the state secretary of agriculture, J. C. 
Mohler, Topeka, Kan. ; State Agricultural College, Manhattan, Kan. ; and the Department 
of Agriculture, Washington, D. C. 

Thorough mastery of subject matter is the foundation of all preparation to teach 
agriculture or any other subject, and without it all method is worthless. Come to the 
recitation with agricultural information, ready to discuss ways and means of imparting 
it to the child, and you will profit from the recitation in agricultui'e. 

LESSON IIL 

CORN. 

See adopted text. Study, also. Essentials of Agriculture, and Field Crops. 

Varieties of dent corn suited to Kansas. Seed: Selection, storage, 
testing. Preparation of land: Plowing, listing. Planting depth; dis- 
tances of rows and in row. Cultivation; purposes, methods, and depth. 



108 Agriculture. 

Harvesting, for silage, for fodder, for grain. Storage. Uses of grain, 
for animal food, for human food. 

Illustrative material: Five to ten ears of at least five varieties of 
dent corn; a good sample of seed corn, a rag doll, with tests sprouted. 
Secure five ten-ear samples of one variety and place them. 

LESSON IV.' 

SORGHUMS. 

Text. Essentials of Agriculture. Field Crops. ^ 

Important sorghum crops of Kansas. Selection of seed; testing seed. 
Preparation of land. Planting; rate and method. Cultivation. Har- 
vesting for various uses. 

Illustrative material: Samples of various sorghums. 

Practicum: Judge a class of sorghum heads. 

LESSON V. 

V7HEAT. 

Text. Kansas Bulletin 219. Essentials of Agriculture. Field Crops. 

Kinds or types of wheat; winter wheat and spring wheat. Varieties 
of wheat for Kansas. Seed wheat. Preparing land for wheat. Time, 
method, and rate of seeding. 

World's wheat crop. Kansas* importance in its production. (See 
Biennial Reports, State Board of Agriculture.) 

Marketing wheat. Recent plans to improve present methods. Milling 
wheat. 

Illustrative materials: Samples of types and varieties of wheat. If 
possible visit a mill. Use also market quotations. 

Laboratory: Judge heads and samples of wheat. 

LESSON VL 

LEGUMES. 

Text. Essentials of Agriculture. Field Crops. 

Definition of legumes. Common legumes of economic importance. 
Habit of nitrogen gathering. Alfalfa; seeding, care and harvesting. 
Legumes in rotation. 

Illustrative material : Samples of common legumes, with roots of 
alfalfa and cowpeas or soy beans with nodules. 

LESSON VIL 

GRASSES, MEADOWS AND PASTURES. 
Text. Essentials of Agriculture. Field Crops. 

Important grasses for meadows and pastures. Seeding grasses. Mix- 
tures for meadows and pastures. Management of grass lands. Tem- 
porary pastures. 

In teaching this lesson the class should visit meadows and pastures, 
see well-cared-for and ill-cared-for conditions, notice an overeaten pas- 
ture, and a weedy pasture. 



Agriculture. 109 

LESSON VIII. 

POTATOES, ROOT CROPS AND WEEDS. 
Text. Farm Crops. Essentials of Agriculture. 

Potatoes: Best land for potatoes; fertilizer commonly used. Seed 
potatoes; source and selection. Harvesting and marketing. 

Root crops : Common root crops. Uses. 

Weeds (Text, pp. 143-148) : Kinds of weeds. Control measures. 

Illustrative material: Seed potatoes; sample of weeds. Secure four 
pecks of a variety of potatoes and place them. 

LESSON IX. 

IMPROVEMENT OP CROPS AND ANIMALS. 
Text. Essentials of Agriculture. Farm Crops. Beginnings in Animal Husbandry. 

Variation. Selection. Hybridization. Pure breeds. 
Illustrative material: Pictures of cattle from period of Bakewell, 
Booth, and Collings, also parent ears of corn and a hybrid. 

LESSON X. 

SOILS. 
Text. Cornell Reading Course, Lesson 127. Essentials of Agriculture. 

How are soils formed? Types of soil. Importance of soil water. How 
may erosion be controlled? Meaning of "soil fertility." Drainage. 
Irrigation. 

Illustrative material: Samples of different soils of Kansas. Pictures 
illustrating erosion, variation in soil and subsoil, and drainage and 
irrigation systems. 

Laboratory work: By stirring and pouring separate soil samples into 
sand and clay and silt together. Select a soil rather high in sand. 

LESSON XL 

FEEDS AND FEEDING. 
Text. Feeds and Feeding. Essentials of Agriculture. 

Important feeds used in Kansas. Nutrients. Rations, maintenance, 
growing, fattening. Preparation of feeds. Silos and silage. 

Illustrative material : Samples of feeds. Samples of rations or charts 
to indicate same. Prepare a ration for a dairy cow. 

LESSON XIL 

HORSES AND MULES. 

Text. Indiana Bulletin 29. Farmers' Bulletin 779. Farmers Bulletin 619. Be- 
ginnings in Animal Husbandry. 

Breeds of heavy horses; most common breed. Examination of a good 
horse; score. Unsoundnesses. 

Illustrative: This lesson cannot be taught properly in a classroom. 



110 Agriculture. 

Secure a good horse or a team and score them. Find spavins and side- 
bones, and other common unsoundnesses. 
Mules compared with horses. 

LESSON XIII. 

BEEF CATTLE AND SHEEP. 

Text. Essentials of Agriculture. Indiana Circular 29. Farmers' Bulletins 612, 576, 
1073. Beginnings of Animal Husbandry. 

Beef Cattle: The ideal in beef animals. Important breeds of beef 
cattle. The range, the feed lot, the market. The "side of beef" or half 
carcass. By diagram, if not actually, class should be able to locate cuts 
of beef. 

Illustrative material : Pictures and specimens of good cattle. Wilson's 
Meat Charts. Do some judging. 

Sheep: Place of sheep on Kansas farm. Classes of sheep; classes 
adapted to farm and range. Fattening sheep. Mutton. 

Illustrate with pictures, specimens, and meat charts. 

LESSON XIV. 

HOGS AND HOME MEAT SUPPLY. 

Text. Farmers' Bulletins 765, 874, 183, 839. Essentials of Agriculture. Beginnings 
in Animal Husbandry. Indiana Circular 29. 

Hogs: Types of hogs. Swine management. Feeding hogs. Market- 
ing the hog. 

Illustrate with trip to some good breeder's lots and examination of fat 
hogs and brood sows. Place two or three classes. 

Home Meat Supply: Time to slaughter for home use. Preparations 
for butchering. Curing beef and pork. Canning meat. 

Illustrative material: Samples of cured meats, pressure cooker with 
canned meats. 

LESSON XV. 

DAIRYING. 

Text. Kansas Circular 45. Indiana Circular 29. Farmers' Bulletin 893. Begin- 
nings in Animal Husbandry. Essentials of Agriculture. 

The ideal dairy cow; dairy breeds. Milk records. The Babcock test. 
Separation of milk and cream. Production of clean milk. 

Illustrative material: Good animals of some breed, milk records, ap- 
paratus for test. Test a sample of milk for butter fat. 

LESSON XVI. 

POULTRY AND GARDENING. 

Text. Beginnings in Animal .Husbandry. Farmers' Bulletins 889, 1040. Kansas 
Circular 60. 

Poultry: Importance of poultry on farm. Best breeds for farm. 
Feeding for eggs. Feeding and management of young chicks. Market- 
ing eggs. 

Illustrative material: Coops of Asiatic and American classes. Sam- 
ples of eggs graded for sale. Secure a class (five individuals) and place 
them. 



Agriculture. Ill 

Gardening (Text, pp. 404-415, Farmers' Bulletins 856, 879, 937, 839) : 
Crops for the garden. Methods of starting early crops. Site for gar- 
den; best soil. Canning and drying garden products. Cultivating. 

Illustrative material: Seeds, garden tools, canned and dried products. 

LESSON XVII. 

ORCHARDING AND FORESTRY. 
Text. Kansas Extension Bulletins 11 and 16. Essentials of Agriculture. 

Orcharding: How fruit trees are propagated. Orchard soils. Selec- 
tion of fruits and varieties. Pruning. Spraying. Bush fruits. Cane 
fruits. Grapes. Strawberries. 

Illustrative material: Grafts and budded specimens; specimens of 
fruits; pruning tools. Secure sprouts and actually make grafts. Prune 
a mature apple tree. 

Forestry: Ornamental Planting. Use of waste land to grow timber. 

LESSON XVIII. 

INSECTS AND PLANT DISEASES. 
Text. Farmers' Bulletin 856. 

Insects (Text, pp. 345-371; Essentials of Agriculture): Bees. Grass- 
hoppers. Codling moth. Hessian fly. Lice and mites. Methods of con- 
trol of insects. 

Illustrative material: Insects in various stages of development or 
metamorphosis. Visit an orchard and find codling moth in various 
stages. 

Plant diseases (Text; Essentials of Agriculture; Farmers' Bulletin 
856) : Potato scab. Wheat rust. Apple blotch. Corn smut. Control 
measures. 

Illustrative measures: Secure specimens of diseased fruits and grains. 
Treat a small sample of wheat for smut. 

LESSONS XIX, XX. 

FARM MANAGEMENT. 

"Rssentials of Agriculture. 

Types of farming. Size of farm. Capital needed. Use of labor 
throughout the year. Equipment needed. Marketing.. Income expected. 

Illustrative material: Plans of farms of diiferent types. Lists of 
equipment. Secure from farmers actual records of income and expendi- 
ture for a year. 

Note. — The following may be secured from: 

State Agricultural College, Manhattan, Kan. : 

Extension Bulletin 11, Tree Planting in Kansas. 
Extension Bulletin 16, Fruit Growing in Kansas. 
Extension Bulletin 205, Growing Corn in Kansas. 
Extension Bulletin 219, Growing Wheat in Kansas. 
Circular 45, Dairy Farming. 
Circular 60, Chicken Management on the Farm. 



112 Agriculture. 

State Agricultural College, Ithaca, N. Y. : 

Cornell Reading Course, Lesson 127 — Farm Manure. 
From State Agricultural College, Madison, Wis. : 

Circular No. 8, Corn Judging. * 

Circular No. 53, Judging Draft Horses. 

Bulletin No. 274, Judging Dairy Cows. 
From State Agricultural College, Lafayette, Ind. : 

Purdue University Circular 29, Live Slock Judging for Beginners, 
U. S. Department of Agriculture — Farmers' Bulletins: 

183, Meat on the Farm. 

576, Breeds of Sheep for the Farm. 

606, Collection and Preservation of Insects and Other Material for l/se 
in Study of Agriculture. 

612, Breeds of Beef Cattle. 

619, Breeds of Draft Horses. 

630, Some Common Buds Useful to the Farmer. 

779, How to Select a Sound Horse. 

765, Breeds of Service. 

807, Bread and Bread Making in the Home. 

839, Home Canning by the One Period Cold Pack Method. 

856, Control of Diseases and Insect Enemies of the Home Vegetable 
Garden. 

874, Swine Management. 

889, Back Yard Poultry Keeping. 

893, Breeds of Dairy Cattle. 

937, The Farm Garden in the North. * 

948, The Rag Doll Seed Tester. 
1040, Poultry Primer (Illustrated). 
1068, Judging Beef Cattle. 
1073, Growing Beef on the Farm. 

There are other publications, many of which may be had free of charge. Those listed 
are believed to be the minimum which the teacher should use. The books mentioned are 
listed in order of usefulness to the teacher. 

Practicum : Write to Division of Publications of U. S. Department of 
Agriculture for list of publications available for distribution. Select a 
number and write for them. 



English Classics. 113 



ENGLISH CLASSICS. 

It is the design of this Course in Classics that the instructor and class 
may, with the aid of the outline and its suggestions, apply such methods 
as can be carried out in the schools, to the end that pupils may acquire 
a fine interest in the selections from our best literature. 

LESSON I. 

THE HOME COMING OP COLONEL HUCKS. 

Let each member of the class suggest his method of study for this 
selection. Who is William Allen White? Why is this a good story to 
begin the new school year? Why is it a good Kansas story? How can 
this story be made a factor in engendering love and regard not only 
for the pioneer but for the parents of children? Point out the lines in 
the story where "memory lingers." Develop from the story how Kansas 
"feeds" her people. Bring out in the class how many and what "back 
homes" there are, and show its value to society. Is this story a keen 
interpretation of character? How? Show how the teacher may make 
that clear to her pupils. 

' LESSON II. 

QUIVIRA. 

Discuss fully how a biography should be handled for a class of eighth- 
graders. Suggest methods by which the pupils might be led to develop 
the historical setting for any poem. Trace the path of Coronado. Con- 
trast this poem with the story of Lesson I. What %, "poetic license"? 
Does the author use it in this poem? Expand the first two verses into 
prose. What advantage to the pupil by so doing? How may the pupil 
be taught to see the prophecy in this poem? Follow the rapid move- 
ment in this poem and explain it. 

LESSON III. 

THE MAN WITHOUT A COUNTRY. 

Make a brief study of the author. Make it clear that this story fol- 
lows properly the first two studies. Should this story be read by the 
pupil before being taken up in class? What makes this a purposeful 
story? Show how the pupil may be led to discover the central theme. 
Discuss: Introductions, and this one in particular; the use of "I." 
Present a list of questions that will adroitly lead the pupil to see where 
Nolan's "change of heart" occurs. 

LESSON IV. 

THE MAN WITHOUT A COUNTRY — [CONTINUED]. 

Prepare and compare synopses to this story. Study the footnotes and 
discuss their meaning, value and selection. 

8 — Course of Study — 2896 



114 English Classics. 

LESSON V. 

THE BURIAL OF SIR JOHN MOORE. 

.Just why is this poem selected for classics in Kansas schools? The 
older teachers had us commit this poem. Why? Let the pupil show 
why Burr could not have had such a burial. Show how the short bi- 
ography is necessary to this poem. Measure the feeling in this poem. 
Let the pupils tell whether they would prefer to be the subject of this 
story, or to have the monument erected to their memory in London. 
Study the exercises. 

LESSON VI. 

THE GETTYSBURG ADDRESS. 

Memorize. Discuss fully the method of handling for eighth-grade 
pupil. Study the exercises. 

captain! my captain! 
Compare the expression of feeling with that of The Burial of Sir John 
Moore. What if this were prose? Study the exercises. 

LESSON VIL 

A CHRISTMAS CAROL. 

Compare with The Man Without a Country, for: Conditions under 
which each was written; purpose, fact, setting, authorship, vividness, 
imagination, mystery, vocabulary, action, truth to life, interest, change 
in sentiment, and characters used. Study exercises on stave one. 

^ LESSON VIIL 

A CHRISTMAS CAROL [CONTINUED]. 

Select the mysterious and fanciful lines in staves two and three, and 
study exercises relating to same. 

LESSON IX. 

A CHRISTMAS CAROL [CONTINUED]. 

Select the natural elements in staves four and five, and study exer- 
cises under same. 

LESSON X. 

EVANGELINE. 

Give especial directions here as to the study of the author. Why do 
some object to the study of Evangeline in the schools? The poem should 
be read as a whole before time for class in the institute. Compare the 
introduction with that of other poems. Outline your plan for memory 
work. Discuss meter. Any change in character of Evangeline? The 
remainder of the time of this lesson is to be used in oral reading of the 
prelude in order to get a correct idea of its expression. 



English Classics. 115 

LESSON XL 

EVANGELINE — [CONTINUED] . 

Part First is to be studied with the following in view: Persons in- 
troduced, scenes, especially effective descriptions, imposing measures, 
memory verses, local scenes or natural phenomena characteristic of the 
poem, references, moral elements and summary. 

LESSON XIL 

EVANGELINE — [CONTINUED] . 

Part Second is to be studied the same as Part First, with special 
attention to the last three pages, 249-251. 

LESSON XIIL 

IN THE VALLEY OF THE ARICKAREE. 

Use the map for the geographical setting. Is. the story historically 
true? Point out the lines which indicate increased interest. Show how 
the author vivifies the scenes. What of the imagery? How deftly does 
the author portray courage? Show definitely where moral fiber is indi- 
cated. The references are few but marked. What are they? 

LESSON XIV. 

EACH IN HIS OWN TONGUE. 

Commit the poem. Make and discuss complete written plans for pre- 
senting this poem to ^ eighth-grade class. Try to get the vision of the 
author. What rank has this poem? What feelings are engendered by 
reading this poem? 

LESSON XV. 

THE TOURNAMENT AT ASHBY. 

Each member of the class to prepare an outline. Instructor select six 
to be placed on blackboard. Discuss. 

LESSON XVL 

THE LADY OF THE LAKE. 

Study of Canto I. 

Make a brief study (in class) of the map (found in any good classics 
text), becoming familiar with names and locations. Any advantage in 
reading a synopsis of each canto before beginning the study? (To get 
perspective.) Habit of James V to go about the country in disguise. 
What were the sports of the time of this lesson? Point out the best 
memory sections. Select the best sections for reproduction by the pupils. 
Carefully select the most vivid descriptions of natural scenes. Show how 
the fine descriptions furnish the setting for the actions in the poem. 
Select and discuss the figures of speech that should be noted by an 



116 English Classics. 

eighth-grade class. What of "Nature's dower" in this poem are found 
in America? (Game, birds, flowers, etc.) How much study in teaching 
an eighth-grade class should be given to the life of the poet? 

LESSON XVII. 

THE CHAMBERED NAUTILUS. 

Deal with this biography so as to create on the part of the pupil an 
interest in the author. Why memorize the last verse rather than the 
first one? Study the exercises. 

THE COMBAT. 

study the exercises. 

LESSON XVIII. 

THE FOREST HYMN. 

Select all the fine expressions that create respect for nature. What 
scheme does Bryant use? Notice his selection of words. Compare the 
dignity of this poem with that of "The Combat." Dwell upon the poetic 
beauty of the poem. 

LESSON XIX. 

THE DEATH OF A TITAN. 

Study the brief sketch of the author. Point out the expressions that 
make it a fine example of forceful description. Compare with "The 
Combat." Name the predominant qualities in the story. Are these the 
highest manifestations of ideal manhood? Name tl|e others. 

LESSON XX. 

THE BIVOUAC OF THE DEAD. 

Commit the verse of your preference. Explain how this poem may 
be a prophecy of peace. Show how national unity is exemplified in this 
poem. Discuss the footnotes and the exercises. Why does a study of this 
poem fittingly close the year? 



Elementary General Science. 117 

ELEMENTARY GENERAL SCIENCE. 
LESSON L 

MATTER AND ITS MEASUREMENT. 

The earth and science. Phenomena. Matter. Substances. How we 
measure space and matter. The metric system. Standards. Measure 
a bird dog from the tip of his nose to the tip of his tall; his height; his 
weight. • 

LESSON II. 

FORCE AND ENERGY. 

Gravity. Gl-avitation. Mass and weight. Falling bodies. Force of 
expanding gases. Work and energy. Power. Flying from the center. 
Cohesion and adhesion. Meniscus. Capillary action. Density and spe- 
cific gravity. Center of mass. Exercises. 

LESSON III. 

AIR AND FIRE. 

The atmosphere. Weight of air. The barometer. Pumps. Com- 
pressed air. Collection of gases. Oxygen. The air a mixture. Burn- 
ing and oxidation. Flames. Properties of oxygen. How nitrogen is 
prepared. Properties of nitrogen. Nitrogen and life. Liquid air. 
Purification of atmosphere.'' Exercises. 

LESSON IV. 

HEAT. 

Heat and matter. Thermometers. The two thermometer scales. Ways 
of distributing heat. Exercises. Liquids. Gases. The measuring of 
heat. Heat and life. Clothing. Sources of heat. Exercises. 

Note. — Every rural school in Kansas can be awakened to a greater appreciation of 
the common things all around them, and Elementary General Science become a more 
useful study, if every teacher were to perform a simple experiment for opening ex- 
ercises at least two or three times a week. All the necessary apparatus may be had 
with little expense. Many of the simple exercises in the text should also be performed 
in physiology, geography and agriculture. 

What a delight to the average pupil to learn something new by investigation or ex- 
periment about things he thought he knew and with which he was on very familiar terms. 
To illustrate, use the common earthworm. 

Does any one doubt the surprise awaiting the pupil when he finds out the things 
he "didn't know"? 

Each member of the class should have the state text, The First Year of Science with 
Laboratory Exercises, by Hessler, with other elementary texts, and the instructor should 
select for each day's lesson such parts as will best serve his local conditions, and should 
appoint certain groups of teachers to perform the experiments. By following the above 
suggestions the teachers will go out into the school determined to take advantage of the 
wonderful phenomena of nature and to inspire the pupils to an appreciation of it. 

This course may be used to fit the length of term of your county institute. 

One of the best books for supplemental use in the common schools is Fall's Science 
for Beginners, published by World Book Company, Chicago. 



118 Elementary General Science. 

LESSON V. 

WATER. 

. How water occurs in nature. Substances dissolved in natural water. 
Drinking water. Purifying water. Filtering. Exercises. Ice. Steam 
and boiling point. Solutions. Freezing mixtures. Solubility. Crystals. 
Exercises. 

LESSON VL 

t ELEMENTS AND COMPOUNDS. 

Electrolysis of water. Mixtures. Hydrogen. Diffusion of, gases. Ex- 
ercises. Salt. Sodium. Chlorine. Ammonium. Sulphur. Exercises. 

LESSON VIL 

CARBON AND ITS COMPOUNDS. 

Carbon and coal; uses. Hydrocarbons. Petroleum and its products. 
Dry distillation of coal and wood. Exercises. Carbon dioxide. Baking 
powders. Carbon dioxide as a fire extinguisher. Limestone. Marble. 
Exercises. 

LESSON VIIL 

MAGNETS AND ELECTRICITY. 

The poles of a magnet and magnetic substances. The earth a magnet. 
Exercises. Electric charges from friction. Conductors and insulators. 
Attraction and repulsion. Induction of charges. Storing a charge. At- 
mosphere electricity. Exercises. Electric currents. Kinds of cells. 
Electromagnets. The electric bell. The dynamo. Electric motors. Sum- 
mary. Exercises. 

LESSON IX. 

LIGHT AND SOUND. 

Light and its properties. Images through small openings. Shadows. 
Intensity of light. Exercises. Reflection of light. Mirrors. Diffused 
light. Composition of white light. The rainbow. Absorption of light. 
The sky and its colors. Light into heat. Exercises. Compound micro- 
scope. The camera. How sounds are made and carried. Echoes. Ex- 
plain the telephone fully. Exercises. 

LESSON X. , 

SIMPLE MACHINES. 

Law of machines. The lever. Exercises. Pulleys. Wheel and axle. 
The inclined plane. The screw. The sailboat. The kite. The airship. 
Exercises. 

LESSON XL 

ACIDS, ALKALIES, AND CLEANING. 

Acids. Classes of acids. Acids and coloring matter. Action of acids 
with metals. Action of acids with carbonates. Alkalies, or bases. 
Caustic soda and caustic potash. Neutralization. Salts. Tests for cer- 



Elementary General Science. 119 

tain salts. Exercises. The washing of clothing. Soap. Soap and hard 
water. Materials of clothing. Dyes. Paints. Exercises. 

LESSON XII. 

WATER, HEAT, AIR AND LIGHT IN THE HOUSE. 

Water in house and town. Plumbing. The fireplace. Gas stoves. 
Gasoline and kerosene stoves. Electric stoves and heaters. Hot water 
and steam heating. Exercises. Methods of ventilation. Need of moisture 
in air. Light in the house. Glass. Artificial lighting. Gas for lighting. 
The gas meter. Acetylene for lighting. Electric lighting. The electric 
meter. Exercises. 

LESSON XIII. 

THE V^^ATHER. 

Causes. Changes in the density of air. Heating of the air. Moisture 
of the air. Dew and frost. Fogs and clouds. Forms of clouds. Rules 
of rainfall. Exercises. Winds. Cyclones. Thunderstorms. Tornadoes 
and hurricanes. Weather service in the United States. Exercises. 

LESSON XIV. 

ROCKS AND SOILS. 

Some common rocks. Classes of rocks. Origin. Weathering of rocks. 
Drift- Erosion. Exercises. Soil and its structure. Tilling. Irrigation. 
Fertility. Rotation of Crops. Artificial fertilizers. Exercises. 

LESSON XV. 

PLANTS. 

Functions of plants. Germination. Leaves. The work of leaves. 
Modified leaves. Stems. Wood. Sap. Bud. Roots. Underground stor- 
age. Flowers. Formation and dispersal of seeds. Exercises. Algse. 
Fungi. Bacteria. Mosses. Ferns. Seed plants. Economic plants. Dis- 
tribution of plants. Exercises. 

LESSON XVI. 

ANIMALS. 

One-celled animals. Simple many-celled animals. Starfishes. Mol- 
lusks. Crustaceans. Insects. Exercises. Fishes. Amphibians. Rep- 
tiles. Birds. Mammals. Classes of animals. Exercises, 

LESSON XVII. 

THE HUMAN BODY AND ITS FOOD. 

Muscles. Intestines. Juices. The liver. The pancreas. Changes in 
food by digestion. Absorption, assimilation, and storage of food. Diet 
(discuss fully). Alcohol and its effects. Exercises. 



120 Elementary General Science. 

LESSON XVIII. 

CIRCULATION AND RESPIRATION. 

Arteries and veins. Capillaries. Blood. The lymph. Excretion. Ex- 
ercises. Care of the organs of respiration. Exercises. 

LESSON XIX. 

THE NERVES AND THE SENSE ORGANS. 

Nerve cells and their structure. The spinal cord. The sympathetic 
system. Habit. Effects of tobacco on the nervous system. Exercises. 
Touch. Taste. Smell. Hearing. Sight. Exercises. 

LESSON XX. 

SANITATION. 

How the body gets and resists diseases. House fly and mosquito. Dan- 
ger in food. Preservatives. Typhoid and sewage. Exercises. Consump- 
tion. Antitoxins. Vaccination. Quarantine and quarantine laws. Dis- 
infection. Exercises. 



SING A SONG OF KANSAS. 

Sing a song of Kansas, 
Princess of the West, 
One of many sisters — 
Fairest one, and best. 

Heart of a great nation, 
Brilliant central star. 
Seen of all observers, 
Hailed from near and far. 

Stately in proportions, 
Giantess in size, 
Noted for her climate. 
Famous for her skies. 

Marvelous in progress. 
Wonderful in deeds, 
Other States may follow, 
Kansas ever leads. 

Sing a song of Kansas, 
Land of fruit and grain; 
Sound aloud her praises. 
Thunder the refrain. 

— Emporia Republican. 



Physics. 121 



PHYSICS. 

Note. — This course is intended to interest teachers in natural phenomena, so that they 
may be able to answer questions of inquiring young minds and to lead them to be more 
inquiring. 

LESSON I. 

MATTER AND ENERGY. 

Define energy, matter. Discuss states of matter, law of inertia, cohe- 
sion and adhesion, ductility, malleability. 

Explain why drops of water thrown upon a clean, damp floor will 
spread out, while on a dusty, dry floor they will roll in little spheres. 

Units: The three fundamental units. Changing from English to 
Metric System, and vice versa. 

LESSON IL 

LEVERS AND SIMPLE MACHINES. 

Define lever. Discuss fulcrum, weight, and power; the law of the 
lever. The lever applied: scales; in the human body; wheelbarrow; nut- 
cracker; claw hammer; other examples. What class of lever is the most 
powerful? Least powerful? Explain. Discuss pulley, differential 
pulley, inclined plane, wheel and axle. Define work, force. What is 
efficiency of machines? Explain transmission of power in machines. 
(The instructor should give problems, using the principles of the various 
kinds of levers, pulleys, inclined plane, wheel and axle, and horsepower.) 

LESSON IIL 

FLUIDS. 

Pressure of liquids; hydraulic press; applications of hydraulic press. 

A keg 20 inches in diameter and 24 inches deep has an inch gas pipe 
20 feet long inserted in the top. The keg and pipe are filled with water. 
A pipe 20 inches in diameter and 22 feet high is also filled with water. 
Compare the pressure on the bottoms of the vessels. 

Bodies weighed in air and in water. Explain. Explain how iron ves- 
sels can float. Explain specific gravity. A stone weighs 15 pounds in 
air and 9 pounds in water. Find its specific gravity. 

Two glass tubes are arranged vertically so that their lower ends dip 
into water and kerosene, respectively, while their upper ends are joined 
to a mouthpiece. When some of the air is sucked out, the water rises 
26 cm. and the kerosene 33 cm. Find the specific gravity of the kerosene. 

Discuss city water system , water wheels. 



122 Physics. 

LESSON IV. 

GASES. 

In what ways are gases like liquids? Explain the bicycle pump, 
pneumatic riveting hammer, air brake, siphon, vacuum cleaner, suction 
pump, barometer, centrifugal pump. How is the steady stream from the 
force pump secured? How does the aviator ascertain his height? 

Fifty cubic feet of air at a pressure of 20 pounds per square inch are 
compressed to 28 cubic feet. What is the pressure then? 

Principle of mercury barometer, aneroid barometer. U'se of barometer 
in estimating mountain heights, in foretelling weather. 

During a mountain climb the barometer falls 1.75 inches. What is 
the actual height climbed? 

How high would a perfect suction pump work at sea level? 

Siphon illustrated by a rubber tube. Torricelli's experiment. Demon- 
stration of ordinary pump cylinder. 

LESSON V. 

PARALLELOGRAM OF FORCES. 

Hooke's law. Definition of resultant, of equilibrant. Forces repre- 
sented by arrows, direction of force by direction of arrow, amount of 
force by length of arrow. In drawing resultant, always start from the 
origin. In plotting, assume any convenient scale, as 50 gr. = 1 cm. 
Composition of two forces. Resolution of a force into two forces. 

ELASTICITY AND STRENGTH OF MATERIALS. 

Compression and tension members of bridge. Name the five stresses, 
with an example of each. Elastic limit, breaking strength, tensile 
strength. The neutral layer in beams under stress; shape of steel girders. 

If a force of 5 pounds is required to move the middle point of a 
beam Vs of an inch, what force would move it V2 inch? 

A 5-pound weight stretches a certain wire 4 mm. How much will a 
13-pound weight stretch the same wire? 

LESSON VL 

ACCELERATION. 

Discuss positive and negative acceleration. Law of falling bodies. A 
train starting from rest has, after 33 seconds, a speed of 15 miles an 
hour. What is the average acceleration in miles-per-hour per second? 

A baseball is thrown up in the air and reaches the ground after 4 
seconds. How high did it rise? 

A stone dropped from an aeroplane reached the ground in 15 seconds. 
What velocity did it acquire? How high was the aeroplane? Explain the 
"dyne." 



Physics. 123 

LESSON VII. 

ENERGY. 

Define energy, kinetic energy, potential energy. Explain the energy 
equation. Explain the principle of the pendulum. Isochronism. Com- 
putation of "g" froni pendulum formula. Difference between mass and 
weight. Kinetic and potential energy. Inertia in curved motion; appli- 
cation to cream separator, to "banking" rails. Compensated mercury 
pendulum. 

HEAT. 

Theory of heat. Sources of heat. Thermometers — centigrade, Fahren- 
heit, maximum, minimum, clinical. Expansion caused by heat. 

Discuss expansion of water into steam, with its uses; balance wheel of 
a watch; pendulum of a clock; expansion of gases. Explain convection 
currents, radiation, conduction. Discuss Hot-air system of heating and 
ventilating, hot-water system of heating, the vacuum bottle. 

Make a thermometer, calibrating it. Clinical thermometer. Coefficient 
of linear expansion, of cubical expansion for gases, absolute zero, com- 
pensated balance wheel. Why does water freeze first on top? 

Cubical expansion of liquid. Fill milk test bottle to zero mark with 
ice water. Place in boiling water and note the rise in neck of bottle. 

LESSON VIII. 

Make the calorie "clear." Method of mixtures. Effect of pressure on 
freezing point; on boiling point. How determine specific heat? Explain 
freezing, vaporization, boiling process, pressure cookers, distillation, 
process of making artificial ice; humidity of air. Determination of water 
equivalent of calorimeters. 

LESSON IX. 

ENGINES. 

Describe three parts of steam plant; purpose of each. Drawing of 
slide-valve steam engine; efficiency of steam plant; advantages of tur- 
bine over reciprocating type. Internal-combustion engine; two-cycle gas 
engine; four-cycle type. Trace the four-cycle type through the four 
different processes. 

How is reciprocating motion of an engine made into rotary motion? 

LESSON X. 

SOUND. 

Define sound. Discuss waves in water, in air. Length of wave, ampli- 
tude of wave, nodes, internodes. Explain intensity, pitch, quality. De- 
scription of a sound wave, beats, sympathetic vibration. The laws of a 
vibrating string for pitch. Learn the three characteristics of a musical 
note and upon what each depends. Upon what does the tone quality of a 
violin depend? Distinguish between noise and music. What is the con- 
dition when a piano is out of tune? Discuss the miisical scale briefly. 
Explain the phonograph. Why does sound travel better on a damp day 
than on a clear day? Better in water than in air? Explain echo. 



124 Physics. 

LESSON XL 

LIGHT. 

Theory of light. Intensity of illumination. Reflection. Refraction. 
Absorption. Transparent. Translucent. Opaque. Umbra. Standard 
lamp. Candle power. Foot candle. Study curved mirrors and Images. 
Explain mirage. 

LESSON XIL 

Law of refraction. Refraction by prism, index of refraction, velocrty 
of light, critical angle, rainbow. Difference in construction between con- 
verging and diverging lenses; images formed by lenses. Camera, human 
eye, simple microscope. Spectrum of prism, the solar spectrum, Fraun- 
hofer lines. Cause of different colors; mixing colors; complementary 
colors; purpose of spectroscope. Why not dark as soon as sun sets? 

LESSON XIIL 

MAGNETISM. 

Lodestone; metals attracted by magnetism. The compass; poles of a 
magnet; magnetic poles of the earth; declination of compass; the mag- 
netic field and the nature of "lines of force." The molecular theory of 
magnetism. Permeability. Magnetism by induction, saturation. 

Suspend bar magnet by a thread and notice the direction it takes. 
Test the law of attraction and repulsion by means of another magnet. 

Hold an unmagnetized steel bar in line with the "lines of force" of the 
earth, strike it with a hammer and test each end for magnetism. 

Stroke a steel knitting needle with a magnet and test each end for 
polarity. Break needle and determine polarity of each piece at the break. 
Explain. 

LESSON XIV. 

ELECTROSTATICS. 

Like charges repel; unlike charges attract. Frictional electricity, con- 
ductors, insulators. Use of gold-leaf electroscope; charging by induction, 
step by step; theory of the condenser; the electrophorus ; the Leyden jar; 
distribution of electricity on a conductor; protection by lightning rod. 
Making positive and negative electricity by friction. Use of gold-leaf 
electroscope to determine kind of electricity. Electrophorus, to show 
electric induction. 

LESSON XV. 

BATTERIES. 

How to construct simple voltaic cell. Chemistry of simple cell. Local 
action. Polarization. Construction of Daniell cell, dry cell. What kind 
of cell on open circuit? on closed circuit? 

Oersted's discovery. The electromagnet. Study of electric bell. The 
telegraph; function of each part; tracing of the current through local 
circuit, through main circuit. Make a simple cell and test for direction of 
current by right-hand rule. Show local action; polarization. Split open 



Physics. 125 

a dry cell to show construction. Trace the current through electric bell 
and show action. Make electromagnet with a piece of soft iron wound 
with wire. 

LESSON XVI. 

MEASURING ELECTRICITY. 

Ohm's law. Study series connections and parallel connections. Defini- 
tion of ampere, ohm, and volt. 

Two types of galvanometers. Explain just what makes the coil move 
in moving-coil type. Difference in construction between voltmeter and 
ammeter. Study of series and parallel arrangement; proper connection 
for ammeter and for voltmeter. Resistance box. Wheatstone's bridge; 
draw it, set up. Formula for Wheatstone's bridge. 

LESSON XVII. 

Study: Wireless telegraphy; wireless telephony; cathode rays; Roent- 
gen rays. 

LESSON XVIII. 

INDUCED CURRENTS, GENERATORS, MOTORS. 

Rule for direction of induced current. Rule for making of induced cur- 
rent. Fleming's rule. 

Induction coil. Self-induction. Current induced by magnet; by an- 
other current. Self-induction ignition systems. Study of telephone. 
Essential parts of a dynamo; simple-loop generator; slip rings for A. C. 
current; cummutator for D. C. current. Curve of alternating current. 
Excitation of field and the three windings. 

Motors. Compared to a dynamo; side-push of wire and formation of 
the torque; back e, m, f ; applications of motors. 

Watts = amperes X volts. The watt hour. 

Currents by induction; test for direction. 

LESSON XIX. 

ALTERNATING CURRENTS, HEATING EFFECTS, CHEMICAL EFFECTS. 

Economy of transmission where A. C. current may be used. The simple 
transformer. Welding by electricity. The wattmeter. 

Heating. Examples of heating by electricity. Fuses. Circuit break- 
ers. Arc lamp. Incandescent lamps. 

Chemical effects: Electrolysis of water; electroplating; the simple 
storage cell. 

Make a simple storage cell. Examine electric-light bulb. Why is plati- 
num used where the wire goes through the glass? 

LESSON XX. 

ELECTRIC WAVES. 

Leyden jar. Electrical resonance. Electrical wave detectors. Explain 
the microphone; dictagraph; dictaphone. 



126 English History. 



ENGLISH HISTORY. 

Note. — To understand fully the history of our own great nation we must know mucli 
of that of Great Britain. Hence the outline covers the important changes the English 
have passed through in order to become one of the great nations of the world. The stu- 
dent should find it very helpfiil in making a rapid but brief survey of England as a 
whole. 

LESSON I. 

BRITAIN AND EARLY ENGLAND. 

Britain until the English conquest. 

1. The prehistoric inhabitants of Britain. 

2. Celtic Britain. 

3. The druids. - 

4. Roman Britain. 

The English conquest and settlement. 

1. The conquest. 

2. The extinction of Christianity and of Roman civilization. 

3. The seed-planting of free institutions. 

4. Growth of an aristocracy. 

5. The witenagemot. 

6. Christian culture. 
The intrusion of the Danes. 

1. Appearance of the vikings. 

2. Alfred the Great. 

3. Renewed attacks and complete conquest by the Danes. 

LESSON n. 

THE NORMAN-ENGLISH NATION. 

The Norman conquest and its first effects. % 

1. The duke of Normandy. 

2. The fall of Harold. 

3. The Norman king on the English throno. 

4. Social effects of the Norman conquest. 

5. General view of the Conqueror's reign. 
The fusing of the new nation. 

1. The Red King's wickedness. 

2. The Red King's wars. 

3. The beginning of the reign of Henry I, and its character. 

4. Henry's mischievous plans. 

5. Civil war and anarchy. 

LESSON in. 

THE NORMAN-ENGLISH NATION — [CONTINUED]. 

The upbuilding of English law. 

1. England the chief state in the Angevin empire. 

2. The king and Becket. 

3. Beginning of the English conquest of Ireland. 



English History. 127 

4. The legal reforms of Henry II. 

5. The end of Richard's reign. 

6. Rise of the Towns. 

LESSON IV. 

THE DECLINE OF FEUDALISM. 

The rise of the English commons. 

1. King John. His loss of Normandy and the Angevin fiefs. 

2. Magna Charta. 

3. Montfort and the provisions of Oxford. 

4. The birth of a representative Parliament. 

5. The English "commons" and "lords." 

6. William Wallace; Robert Bruce. 

LESSON V. 

THE DECLINE OF FEUDALISM — [CONTINUED]. 

Vainglory in foreign wars. 

1. Edward II and his favorites. 

^ 2. The war with France. 

3. The Black Death. 

4. Edward III and the Parliament. 

5. The church and the nation. 

6. The "Good Parliament." 

7. Wiclif and the Lollards. 

8. The beginning of a great literature in the English language. 

LESSON VL 

THE DECLINE OF FEUDALISM — [CONTINUED]. 

Mediasval life in England. 

1. Norman influence on English civilization. 

2. Mediaeval habitations. 

3. Food and drink. 

4. Monks and friars. 

5. Sports and pastimes. 
Parliamentary kings. 

1. The disputed title of Henry IV. 

2. The strengthening of Parliament. 

3. The new attempt against France and Henry V's triumphs. 

4. The Maid of Orleans. 

LESSON VII. 

RENAISSANCE AND REFORMATION. 

Factious king-making. 

1. The state of England. 

2. The first period of the War of the Roses. 

3. Edward IV; flight and return. 

4. Defeat and death of Richard. 

5. Condition of England at end of the civil war. 

6. Printing. 



128 English History. 

LESSON VIII. 

RENAISSANCE AND REFORMATION — [CONTINUED]. 

Arbitrary monarchy. 

1. The opening of the modern era. 

2. Strong government. 

3. Commerce and discovery. 

4. Ireland. 

5. The separation of the church of England from Rome. 

6. Suppression of the monasteries. 

7. The Ten Articles and the Six Articles of prescribed belief. 

8. Ireland and Wales. 

9. The economic condition of England. 

LESSON IX. 

RENAISSANCE AND REFORMATION — [CONTINUED]. 

Protestant Reformation and Catholic reaction. 

1. The English wooing of Mary, Queen of Scots. 

2. Cranmer and the Reformation. 

3. The illness and death of Edward VI. Scheme to change the 

succession. 

4. The first year of Mary's reign. 

5. Wyatt's rebellion. 

6. Persecutions. 

7. Close of Mary's reign. 

LESSON X. 

RENAISSANCE AND REFORMATION — [CONTINUED]. 

The Elizabethan age. 

1. The character of Elizabeth, and her reign. 

2. The new reformation of the church. ' 

3. The question of the queen's marriage. 

4. The reformation in Scotland. 

5. English plots and insurrections. 

6. The Jesuit mission. 

7. Beginnings of English sea power. 

8. The Great Armada. 

9. Explorations and colonizations. 

10. The great age of English literature. 

11. The rise of the Puritans, Presbyterians and Independents. 

12. Ireland. 

LESSON XL 

THE CENTURY OF REVOLUTION. 

Waning reverence for royalty. 

1. James I of England and VI of Scotland. 

2. The first encounter of a Stewart king with an English Par- 

liament. 



English History. 12^ 

3. The plantation of Ulster in Ireland. 

4. Dissolution of the first Parliament by King James. 

5. The Addled Parliament. 

6. The fate of Sir Walter Raleigh. 

7. The Thirty Years' War. 

8. The third Parliament of King James. 

9. The Mayflower and Plymouth colony. 

LESSON XII. 

THE CENTURY OF REVOLUTION — [CONTINUED]. 

The quarrel between king and people. 

1. The first Parliament of King Charles. 

2. The second Parliament of King Charles. 

3. The forced loan. ^ 

4. The petition of right. 

5. Resistance to tonnage and poundage, 

6. The commons in tumult. The appearance of Cromwell. 

7. Wentworth in Ireland. 

8. Ship money, and Hampton's refusal to pay it. 

9. The Long Parliament. 

10. Restoring the constitution. 

11. Insurrection in Ireland. 

12. The grand remonstrance. 
The overthrow of the monarchy. 

1. Oliver Cromwell and his "Ironsides." 

2. The solemn league and covenant with the Scots. 

3. Marston Moor. 

4. The self-denying ordinance and the new model army. 

5. The battle of Naseby. 

6. Parliament and army. 

7. Pride's Purge. 

LESSON XIII. 

THE CENTURY OF REVOLUTION — [CONTINUED]. 

Commonwealth and protectorate. 

1. The founding of the commonwealth. 

2. Cromwell in Ireland. 

3. Maritime revival. 

4. The navigation act. 

• 5. Cromwell's dissolution of the Rump. 

6. The Barebones Parliament. 

7. The protectorate. 

8. The last years of Cromwell's domestic rule. 

9. The Puritans and their enemies. 
10. Milton. 

Restoration and revolution. 

1. The vengeance of the church. 

2. The plague and the great fire. 

• 

9 — Course of Study — 2895 



132 English History. 

6. The Dominion of Canada. 

7. The "imperial policy" of Disraeli. 

8. The land league. 

9. Gladstone's first Irish home-rule bill. 

10. Gladstone's last effort for Ireland. 

11. "The Diamond Jubilee." 

12. The British-Boer War. 

13. Minimum wages act. 

LESSON XXI. 

THE DEMOCRATIC ERA — [CONTINUED], 

The Great War of 1914. 

1. The indirect and direct causes. 

2. Pan-Germanism. 

3. Navies. 

4. Armies. , 

5. Funds. 

6. Food. 

7. Equipment. 

8. Methods. 

9. Belgian neutrality. 
10. The eastern front. 

. 11. The western front. 

12. The "Yanks." 

13. The treaty of Versailles. 

14. Reconstruction. Social conditions. 

Labor and the government. 

Sinn Fein and Ireland. 

Finances. 

Progress of disarmament. 



Drawing. 



133 



DRAWING. 
LESSON I. 

Use blackboard and lead pencil. The instructor should have all board 
space used by teachers. Those at desks use lead pencil on 6 x 9 manila 
paper. Half of the time those at the board should change and those at 
desks take place at blackboard. Use soft chalk crayons. Instructor show 
teachers how to draw the objects here illustrated. Give suggestion, kindly 
criticism and correction. If time will permit, give other flat drawings from 
object or memory. % 

FIRST-YEAR DRAWING. 




^^^S??*Si?sii^^^<^SS55^!>^T^5S55?^^^ 








^^> 






Place a chair before the class and ask them to draw only the front 
face, and to use a single heavy line for each part. 

Show them hew. Draw with them. Children can draw the front face 
of a very simple building if they are shown how, or a table, a rocking 
chair, a cart or sled. 

Ask the pupils to show you, by means of a drawing, how the end of 
their pencil is sharpened, how the pen fits into the penholder, how the 
front of the table locks. In all of this work the aim is not a fine draw- 
ing so much as to lead the pupils to see something and to represent it by* 
means of a drawing. Fine lines and correct proportion will follow later.. 
For more specific directions, see Object Drawing, in the First-year Book 
of the New Augsburg Drawing. 

Divide the space below into two parts and in each place a flat drawing 
made from the object. Have the first lesson on the blackboard. 

Note. — Flat drawing is representing the front face of objects. Children can do this 
because it requires little reasoning — only observation. 

See adopted texts. These cuts are from the Augsburg Drawing Books. 



134 



Drawing. 




Vc-,.,5:,^^ 




O 

I- 



i:/ 



j^t^."*^ 



^ i 



u >fe 



f % 






^ 







Drawing. 



135 



c 

CO 

m 



5-1 






CO 




•u 


0) 




^ 


5-1 






<D 


0) 


5 


rC 


c3 


• 1-1 




?«M«»»iB6»WM«g9A«SW^^ 



136 



Drawing. 



LESSON IV. 




Record drawing. Add penknife, blades open at different angles; scis- 
sors in different positions; toys, like top, cart, wheelbarrow. Draw from 
memory, street car, freight car. Emphasize blackboard work. The less 
blackboard work means less enthusiasm, interest and results in drawing. 



Drawing. 
V 



137 



LESSON V. 











"." ■■• ' i w. ; , .i ' ; i v|,. i.Ty ■ iJ-w f .v 




L. 



The wigwam may be painted in two parts — wigwam and land; or in 
three parts— wigwam, land and sky. This picture may be painted en- 
tirely with red, blue, violet, black or brown. 








ft i «8 i 










138 



Drawing. 



LESSON -VI. 





1 




1 


1 


1 


^M 


^^^m llf 




^^■'ni 


ill 


■ 


1 


I 


Hi! 


^IV^^^^^^H i^^^^^^^^^^^^^^^B ^^^H ^H w^^^^^^l 




1 


i^^H 


^^^^^^^^^^^^^■^^B^^^^H^^^^^^^H 



Application of placing. The cabin is the center, and the trees are 
placed around itj one nearer, one at the right, one at the left, and three 
farther. Draw the tree trunks on the blackboard with the side of short 
pieces of crayon. 

Drill exercises. 

1. Draw a cabin. Place one tree at the left, one at the right and three 

farther. 

2. Draw a cabin. Place one tree nearer, one at the right, one at the 

left, and three farther. 

3. Draw a cabin. Place one tree at the left, and five farther. 

4. Draw a cabin. Place seven trees around it. 

Leave out the bird; add a wheelbarrow; add a fence, two boards high. 
Make a complete elm tree nearer than the fence. 

Ask class these questions: First, How do you know the tree is nearer 
than the fence? Do you make the tree plainer, and how? 

Use the blackboard constantly. A lazy teacher neglects blackboard 
work. The ambitious teacher uses up lots of chalk crayons. It pays to 
buy crayons for the use of pupils and teachers. Use soft chalk crayons. 



Drawing. 



139 



LESSON VII. 




Paint the sky of landscape down to the foreground, then paint the 
mountain, leaving the lake the same as the sky. Paint the foreground 
with strong, vigorous strokes, especially the trees and the details. 

Use blackboard. Pupils may use colored crayons, ink or lead pencil. 
In the institute all teachers are regarded as pupils or pupil-teachers. 
Method as well as knowledge should be kept in mind. Many artists fail 
as teachers of simple drawing. Many teachers who know little or nothing 
about art are a great success in teaching drawing to their pupils. Not 
drawing for drawing's sake, neither art for art's sake, but how can draw- 
ing and art be used in the hands of the live teacher as a means, method 
or medium to better explain the other studies — to make them better 
understood through illustration, visualization, eye sense. 



140 



Drawing. 



LESSON VIII. 




Continue board and pencil work upon same plan as Monday and Tues- 
day. Mark the standings of the drawings as given by majority vote. 
Post the lead-pencil drawings. 




Drawing. 



141 



LESSON IX. 













1^ 






1 



j^ J^t., ■• i^-l^:* 



•^>vJ» ■:;.5-;v> :■ 



^V,"*-^ 






!Si^ 






*5'tK>»V' '•>"->•■ J '^•^•' 



•• .-^^.j.-V^.T.^: ^^^ -,V.V-i> 



■.*^ ■''•***«»:»VS.-v^*>!2JSS=-3 



Flat drawing is representing the front face of objects, as, .for example, 
the house in this group, also the leaves. It is drawing without the per- 
spective element. Flat drawing is adapted to first efforts in object draw- 
ing. Draw one object many times and in many directions, as these ivy 
leaves. Have several lessons on the same object. Let the pupils hold the 
object in one hand and draw it with the other. The leaves suggest class 
work, and the house, home work. For more specific directions see Object 
Drawing, in the Third-year Book of the New Augsburg Drawing. 

Add leaves from lilac, poplar and maple. Use the leaves for a unit of 
design in a square. Add a front porch to the house. 

Ask this question: What may we add to the picture of the house to 
show that mother is getting dinner ready? 



142 



Drawing. 
LESSON X. 




,tr-'-i=^r'^S\ 
















\.-*-^^ 



fe' ;^ V\ 







•.It 



v-.Jr^J- 



u 



House forms. The acute and obtuse triangle, together with the rec- 
tangle, give shape to most houses. 

Draw the house form A as follows: Draw the rectangle A, B, C, D. 
At E, the center of A B, draw a vertical line. Choose the point F and 
draw the sides. Finish as in B, D or E. 

In the space below, draw B and D. Draw them large. 

Make a bird house, using a chalk box, and a new book for a roof, 
dividing the book in the middle. Place ruler back of house to show 
chimney in side of roof or on ridgepole. Houses made free-hand should be 
low, and wide, and plumb, and dim, and old-fashioned. Paint the house 
white on the blackboard with white chalk. Make suggestions of doors 
and windows. Suggestion is a big word in drawing. 

Ask these questions: What is a rafter, and its use. What is a cornice? 
What is the meaning of plumb? How illustrate it? Use an inkstand 
suspended by a string. Hold a ruler loosely between thumb and finger, 
upper end. In upper grades draw the house from the bird-house object 
so as to show front and side in one picture, illustrating parallel per- 
spective. Have eaves on eye level. Show projection of eaves or cornice. 
Show two sides of chimney* 



Drawing. 



113 





DRAWING EXHIBIT 

GIVEN BV THE STUlOEAiTS 
or THE riGHTH GRADED 




OUR SUMMER 



)jluf^\ PL>.iM and Slopes 



- 1 \ * 



J^^.. 



Yljz Ver(ica(, 
Obl/c;u.e.. 



UlREGTlOM 



144 Music. 



MUSIC. 
LESSON I. 

PITCH. 

Use of pitch pipe, etc. Rote songs. Characters affecting pitch. 

LESSON IL 

SCALE. 

Sing scale; apply scale names, do, re, me, fa, sol, la, ti, do — 1, 2, 
3, 4, 5, 6, 7, 8. 

LESSON IIL 

KEY — NOTATION. 

Notation. Sight singing, part singing, etc. 

LESSON IV. 

CHROMATIC SCALES. 

LESSON V. 

SELECTING SONGS. 

Select two songs suitable for each grade. Drill on these songs. 

Note. — See adopted music books. 

Name the State adopted texts in Music. 

The Teachers' manual. 

Select two or three songs suitable for each grade, and drill on each. 

Tell something regarding each song, and explain why it is especially 
suitable. 

Emphasis to be placed on music appreciation; on community singing. 

Study the fundamentals of music for primary grades, intermediate 
grades, and grammar grades. 

Avoid harsh, rasping tones in singing. 

Try to secure musical tones not only in singing, but also in ordinary 
conversation. 

Give the voice all the training possible. 

Do not sacrifice distinct pronunciation for the sake of the melody. 

Sing with the understanding as well as with the spirit. 



Music. 145 



SUGGESTIONS FOR USE OF THE ADOPTED 
ONE-BOOK COURSE IN MUSIC. 

FOR USE IN THE RURAL SCHOOLS. 

The one-book course in Music is a book of 190 pages divided into three 
parts. 

Part I — Songs for Primary Children (pages 5 to 33). 

Here are 27 of the most delightful songs for the primary pupils 
including action songs, games, folk songs and lullabies. These 
should be taught first as rote songs. 

Part II — Songs for Children of the Intermediate Grades (pages 33 
to 112). 

Here are 104 delightful songs for children of the middle grades — 
Folk Songs, Rounds, Songs of interesting' rhythmic and beautiful 
melody. The songs of Part II also illustrate in a delightful way 
the time and tone problems, common to intermediate grades and 
furnish the theoretical instruction that is necessary to read music 
at sight. (See State Course of Study.) 

Part III — Assembly Songs (pages 113 to 190). 

In Part III will be found some of the old familiar songs, without 
which no book for Assembly or Community singing would be 
complete, such as, "Annie Laurie," "Old Black Joe," "Old Folks 
at Home," "Drink to me Only with Thine Eyes," "Auld Lang 
Syne," "Anvil Chorus," "My Old Kentucky Home," "Home Sweet 
Home," "Lead Kindly Light," "How Gentle God's Commands," 
"Hark the Herald Angels Sing," "Come Thou Almighty King," 
"Battle Hymn of the Republic," "Dixie," "Columbia the Gem of 
the Ocean," "Star Spangled Banner." "America," etc. Also, 
there are many new songs composed especially for this series, full 
of life, action, and melody. This part also provides many songs 
in two, three and four parts, as well as a number of interesting 
unison choruses. 

These songs serve admirably for Assembly singing, for Community 
singing, and for the particular study of the older pupils. 

This music book serves well the entire needs of the Rural Schools with 
their mixed classes from primary children to gatherings of fathers and 
mothers in community songs, and for special school programs. 



10 — Course of Study — 2895 



146 Teachers' Certificates. 



TEACHERS' CERTIFICATES. 

legal provisions relating to teachers' 
certificates. 

EXAMINATIONS. 

Public examinations are held in each county at such places as may be 
designated by the county superintendent, on the last Saturdaj^ in January 
and in October, and on Saturday of the last week of the county normal 
institutes, together with the Friday preceding each such Saturday. 

Applicants for certificates for any county may write in the examina- 
tions in any other county of the state; and students at the State Uni- 
versity, the State Agricultural College and the State Normal Schools 
may write upon an examination conducted by the presiding officer thereof. 
On receipt of the papers, written as thus provided, together with a prop- 
erly signed certificate and one dollar for the institute fund for each 
applicant, the county examining board shall issue certificates as pro- 
vided in case of regular county examinations. 

GRADES OF CERTIFICATES. 

(The references are to the sections of the School Law, edition of 1919-1920.) 

Boards of county examiners may issue teachers' certificates of three 
grades, namely: first grade, second grade and third grade; and said 
certificates shall be valid only in elementary schools and shall continue 
in force in the county in which they are issued for terms of three years, 
two years, and one year, respectively; and upon payment of a fee of one 
dollar, which shall be turned into the normal-institute fund, certificates 
of the second grade may be indorsed and certificates of the fi^st grade 
shall be indorsed by the county superintendent of public instruction of 
any county in the state; and when so indorsed such certificates shall be 
valid in the county in which they are indorsed for the remainder of the 
term for which they were issued. A certificate issued under this act 
may be revoked by the board of examiners on the ground of im.morality 
or for any cause which would have justified the withholding of the 
certificate when it was granted, and the indorsement of a certificate may 
be withdrawn by a county superintendent for a like cause. (Sec. 106; 
1919-1920.) 

THIRD GRADE. 

Certificates of the third grade may be issued to persons of good moral 
character and not less than eighteen years of age who shall by a written 
examination secure an average grade of seventy-five per cent with no 
grade below sixty per cent in the following branches: spelling, reading, 
writing, English grammar and composition, geography, arithmetic, 
United States history, Kansas history, civil government, physiology and 
hygiene, the elements of agriculture, elementary general science, English 
classics, and the principles and methods of teaching. A third-grade 



Teachers' Certificates. 147 

certificate shall not be issued to any person who has previously held two 
certificates of the third grade if such person has taught seven months. 
(Sec. 107; 1919-1920.) 

SECOND GRADE. 

Certificates of the second grade may be issued to persons of good 
moral character and not less than eighteen years of age who have taught 
successfully not less than seven school months, and who by vnitten ex- 
amination shall secure an average grade of eighty with no grade below 
sixty in all branches required for a third-grade certificate, and in the 
elements of music, the examination in which shall be confined to the ques- 
tions prepared by the State Board of Education and shall not require 
singing by the applicant; and who in addition thereto have completed a 
one-year course of study in a high school approved by the State Board 
of Education or the equivalent thereof as provided in section 15 of this 
act: Provided, That certificates of the second grade may be issued to 
persons who have had no previous experience in teaching if such persons 
have completed a four-year course of study in a high school approved 
by the State Board of Education and are otherwise qualified as herein 
provided. (Sec. 108; 1919-1920.) 

FIRST GRADE. 

Certificates of the first grade may be issued to persons of good moral 
character and not less than twenty years of age who have taught suc- 
cessfully not less than fourteen school months, and who by written ex- 
amination shall secure an average grade of ninety with no grade below 
seventy-five in all branches required for a second-grade certificate, and in 
English history and the elements of physics, and who in addition thereto 
have completed a two-year course of study in a high school approved 
by the State Board of Education or the equivalent thereof as provided 
in section 15 of this act (Sec. 110; 1919-1920) : Provided, That all grades 
of ninety per cent or higher recorded on a normal-training certificate or 
on a second-grade certificate and all grades of ninety per cent or higher 
secured in subsequent county teachers' examinations while said normal- 
training certificate or certificate of the second grade is in force, may be 
applied towards meeting the requirements of a first-grade certificate. A 
certificate of the first grade may be renewed at its expiration upon the 
payment of a fee of one dollar, to be turned into the normal-institute 
fund, if it is shown that the holder has attended at least ninety per cent 
of the time of three five-day institutes or of one four-weeks' institute, or 
has attended some approved school for six weeks during the period for 
which the certificate was issued : And provided, That the applicant shall 
have performed such professional work as the county superintendent 
shall prescribe for the renewal of first-grade certificates. (Sec. 109; 
1919-1920.) 

HIGH-SCHOOL CREDITS. 

Applicants for first- and second-grade certificates may obtain the 
high-school credits provided for in section 13 and section 14 of this act 
either by resident attendance in a high school approved by the State 
Board of Education or by examination in subjects selected from the first 



148 Teachers' Certificates. 

two years of the high-school course prescribed by the State Board of 
Education. Subjects comprising three units of high-school credit shall 
be accepted as equivalent to one year of high-school attendance, and 
subjects comprising seven units of high-school credit shall be accepted 
as equivalent to two years of high-school attendance. In order to secure 
credit by resident attendance the applicant must present to the county 
superintendent a statement signed by the principal of the high school 
showing the grades secured in each subject; and said statement shall be 
presented on a form furnished by the state superintendent of public 
instruction, and shall be attached to the certificate when issued or re- 
corded thereon and countersigned by the county superintendent. An 
examination of applicants for high-school credits shall be held in each 
county of the state on the third Friday of May and the succeeding 
Saturday, and first Friday of August and the succeeding Saturday of 
each year, under such rules as the State Board of Education may pre- 
scribe. Notice of this examination shall be given by county superin- 
tendents and the examination shall be conducted by the board of county 
examiners, each of whom " shall receive the compensation provided by 
law for holding county teachers' examinations. The questions shall be 
prepared by the State Board of Education and shall be forwarded to 
county superintendents by the state superintendent of public instruction. 
The package containing the questions shall not be opened except in the 
presence of a majority of the examining board on the day and hour for 
the examination. Immediately at the close of the examination the 
papers shall be securely wrapped and sealed and sent to the state superin- 
tendent of public instruction, and said manuscripts shall be graded 
under the direction of the State Board of Education. Each applicant 
shall pay a fee of one dollar, one-half of which shall be turned into the 
normal-institute fund of the county in which the examination is held, 
and one-half shall be forwarded to the state superintendent of public 
instruction, and shall be used to pay for the grading of the examination 
papers. The grades shall be recorded in the office of the state superin- 
tendent of public instruction, and a statement of the same shall be sent 
to the applicant and a duplicate to the county superintendent of the 
county in which said applicant took the examination, and said statement 
shall be attached to the certificate when issued or recorded thereon and 
countersigned by the county superintendent. (Sec. 110; 1919-1920.) 

EXEMPTION. 

All first-grade certificates in force at the time of the passage of this 
act shall be renewed at their expiration, and the high-school credits pro- 
vided for in section 14 of this act shall not be required from the holders 
of . said certificates, provided that all other requirements for renewal 
have been complied with; and all persons who at the time of the passage 
of this act shall have taught successfully in the public schools of Kansas 
for twenty-one school months shall be exempt from the requirements 
of high-school credit, provided for in section 13 and section 14 of this act. 
(Sec. Ill; 1919-1920.) 



Teachers' Certificates. 149 

TEMPORARY CERTIFICATES. 

The county superintendent of any county, upon request made in writ- 
ing by the district board, is authorized to issue a temporary teachers' 
certificate to any person not under eighteen years of age: Provided, 
That the applicant make affidavit that he has not failed in the last pre- 
ceding examination for teachers' certificates in any county in the state: 
And provided, That such temporary certificate, when issued, shall not be 
effective or in force after the next examination for teachers' certificates 
in the county wherein the same was issued. (Sec. 112; 1919-1920.) 

INDORSEMENT OF CERTIFICATES. 

Third-grade certificates cannot be indorsed. Second-grade certifi- 
cates may be indorsed at the option of the county superintendent. First- 
grade certificates shall be indorsed on application of the holders. (Sec. 
106; 1919-1920.) 

REVOCATION. 

Any certificate may be revoked by the body issuing the same, on the 
grounds of immorality, gross neglect of duty, annulling of contracts 
with boards of education and district boards, or for any cause which 
would have justified the withholding of the certificate when it was 
granted. (Sec. 114; 1919-1920.) 

CITIES OF THE FIRST AND SECOND CLASS. 

In cities of the first and second class a certificate must be obtained by 
examination before the examining committee appointed by the city board 
of education, unless the teacher is the holder of a state certificate or a 
diploma from one of the State Normal Schools. Since September 1, 
1916, city certificates are limited to elementary schools. (Sec. 134 and 
Sec. 71; 1919-1920.) 

CERTIFICATES OF HIGH-SCHOOL TEACHERS. 

No person shall teach in any four-year accredited high school in any 
township, county, district, or city of the first or second class who does 
not hold a certificate as a high-school teacher issued by the State Board 
of Education or by one of the Kansas State Normal Schools; and it 
shall be unlawful for any township or county high-school board, district 
board or board of education of any city of the first or second class to use 
any part of the public funds to pay any high-school teacher in any four- 
year accredited high school who does not hold a certificate as herein 
provided authorizing such person to teach in the public schools of the 
state: Provided, That no person holding a valid teacher's certificate at 
the time when this act took effect (March 26, 1915) who at that time 
was employed as a teacher in any four-year accredited high school in 
this state shall be prohibited from teaching in any high school; nor shall 
any board be prohibited from employing such person as a high-school 
teacher or from paying him from public funds. (Sec. 71; 1919-1920.) 



150 Teachers' Certificates. 

STATE CERTIFICATES. 

First-grade certificates may becofne three-year elementary. Three- 
year elementary certificates may be issued by the State Board of Edu- 
cation to persons who hold first-grade county certificates or city cer- 
tificates issued in Kansas and have completed a four-year course in an 
accredited high school and a two-year course in an institution of col- 
legiate rank. (Four years' successful teaching experience may be ac- 
cepted in lieu of the two-year course in an institution of collegiate rank.) 

The three-year elementary certificates thus issued shall be valid in 
any elementary school of the state. The three-year elementary certifi- 
cates herein provided for may be renewed successively for three-year 
periods, provided that the holders comply with such regulations as the 
State Board may make for such renewal. (Sec. 69; 1919-1920.) 

Three-year elementary certificates may become permanent. To any 
person to whom a three-year elementary certificate shall have been issued 
in accordance with section 9000 of the General Statutes of Kansas for 
1915, the State Board of Education shall issue a permanent certificate 
valid for teaching in elementary schools, .provided that such person shall 
have been successfully and continuously engaged in teaching in the grade 
or department of school named in the original certificate, or in super- 
vising teaching in the public schools of this state, or in both such su- 
pervising and teaching, for not less than three years: Provided fiurther, 
That attendance at any accredited normal school, college or university 
for one year during such interval, for which full credit is given by such 
normal school, college or university, shall be allowed as equivalent to 
experience in teaching or supervising. (Sec. 70; 1919-1920.) 

For other state certificates and the conditions under which they may 
be obtained, consult the School Law, edition of 1919-1920. 

Certificates granted by the State Board of Education, and certificates 
and diplomas issued by the State Normal Schools, supersede the neces- 
sity of all examinations by county or local boards of examiners, and are 
valid in any county, city, town or school district. (Sec. 62; 1919-1920.) 

REGISTRATION OF STATE CERTIFICATES. 

Every state certificate, state diploma, or other document issued as a 
teacher's certificate by the State Board of Education or by any Kansas 
State Normal School, must be registered by the county superintendent of 
the county or by the clerk of the board of education of any city of the 
first or second class in which the holder contracts to teach; and for 
every certificate registered by a countj^ superintendent a fee of one dol- 
lar shall be required, which shall be paid into the normal-institute fund. 
Failure, neglect or refusal to comply with the foregoing provisions will 
render said certificate, diploma or other document void as a teacher's 
certificate in such township, county or city of the first or second class 
until such registration is made. (Sec. 89; 1919-1920.) 



Teachers' Certificates. 151 

NORMAL TRAINING TEACHERS' CERTIFICATES. 

(Extract from vSenate Bill No. 241, Session 1921.) 

That normal-training teachers' certificates may be issued by the State 
Board of Education as herein provided to graduates from normal-train- 
ing courses in high schools and academies accredited for this purpose by 
the State Board of Education. Said certificates shall be valid in elemen- 
tary schools in any county of the state, for a period of two years, and 
shall be renewable for a two-year period, on conditions prescribed by the 
State Board of Education. . . . That to any person to whom a 
normal-training certificate shall have been issued in accordance with the 
provisions of this section, the State Board of ^Education shall issue, at 
the e.xpiration of the first renewal, a permanent normal-training certifi- 
cate valid for teaching in elementary schools: Provided, That such per- 
son shall have been successfully and continuously engaged in teaching, or 
in supervising teaching in the public schools of this state, or in both 
such supervising and teaching, for not less than four years. Provided 
further, That attendance at any accredited normal school, college or 
university for one year during such period of four years, for which full 
credit has been given by such normal school, college or university, shall 
be allowed as an equivalent for experience in teaching or supervising 
for not to exceed one year. (Sec. 1, ch. 232, page 382, Session Laws, 
1921.) 



INDEX. 



PAGE 

Agriculture 107 

Arithmetic 44 

Civil Government 97 

Definitions . 27 

Drawing 133 

English Classics '. 113 

Elementary General Science 117 

English History 1:^6 

Geography 60 

Kansas History 92 

Language, Grammar, and Composition .- 69 

Music : 144 

Physics 121 

Physiology and Hygiene 74 

Primary Methods . IG 

Principles and Methods of Teaching 5 

Reading 22 

Spelling 32 

Teacher's Certificates 145 

United States History 81 

Writing 35 



READING CIRCLE BOOKS, 1922-1923. 

The following list of fifty-one choice titles, well-graded, durably 
bound, moderate in price, for use as aids in common-school branches and 
in literature and general reading, were adopted by the Reading Circle 
Board for use in both rural and graded schools, for the school year 
beginning September, 1922. Transportation prepaid on all orders 
amounting to $10 or more. Address all inquiries and orders for these 
books to The Depository, Kansas Book Company, 629 Quincy Street, 
TOPEKA, Kan. The State Superintendent strongly urges every district 
to purchase at least a few of these books and suggests that if possible it 
will be well to add the entire list to the school district library. 

List PKIMAKY GRADES. Net 

No. Title. Author. price. 

1 Kittens and Cats Grover $0 . 67 

2 More Mother Goose Stories Bigharn 68 

3 Happy Hour Stories * Sylvester and Peter 55 

4 Peter and Polly in Winter Lucia 55 

5 Peter and Polly in Summer Lucia 55 

6 Peter and Polly in Spring Lucia .55 

7 Peter and Polly in Autunm Lucia 55 

8 Playtime Stories Dunlap and Jones 55 

9 The Brownies and the Goblins Banta 62 

10 The Adventures of Reddy Fox Burgess 47 

11 The Cotton Tails in Toyland Nida 52 

12 Wa-hee-nee Wilson 1 . 06 

13 AB the Cave Man Nida .' 48 

14 Going to School in Animal Land Cowles .48 

15 The Puritan Twins Perkins 66 

INTERMEDIATE GRADES. 

16 Burgess Animal Book Burgess $2 . 00 

17 Adventures of Johnny Chuck Burgnss 47 

18 Trouble-the-House Jordan 1.27 

19 Lightfoot the Deer . Burgess 1 . 17 

20 Prince and Rover Orton 77 

21 Famous Dogs in Fiction McSpadden 1.17 

22 Doctor Doolittle • Lofting 1.45 

23 Log Cabin Days Blaisdell 80 

24 Other Soldiers Sanford and Owen 70 

25 The Circus Comes to Town Mitchell 1.17 

26 Around the Wigwam Fire Cornyn 1 . 00 

27 The Children's Bird Friends Parker 48 

28 A Treasury of Myths McFee 60 

29 A Treasury of Flower Stories McFee 60 

30 The Little Green Door Meyer 1 . 17 

GRAMMAR GRADES. 

31 Secrets of the Earth Fraser $1.17 

32 American Inventions ; McF'ee 1.17 

33 The Liberty Reader Sheridan 95 

34 Boone of the* Wilderness Henderson . , . 1.25 

35 Hero Tales of Ireland '. Curtin 1.33 

36 Steve and the Steam Engine Bassett 1 . 00 

37 Great Cities of the United States Southworth and Kramer 80 

38 Campfire and Trail Ford , . . . 1 . 00 

39 Carpenter's Europe Carpenter 90 

♦ 40 Carpenter's South America Carpenter 90 

41 Heroes of Progress Tappan 66 

42 Work-a-Day Heroes Fraser 1 . 17 

43 Then Came Caroline Richards . . . ." 1.17 

44 Totem of Black Hawk McNeil 1.40 

45 The Short Constitution Wade and Russell 85 

46 Children's Literature Curry Clippinger 2 .95 

47 When You Write a Letter Clark 95 

48 A Treasury of Play for Children Moses 2 . 00 

49 Round Robin Brown 1 . 40 

50 Pemrose Long, Camp Fire Girl Hornibrook '1.17 

51 Bible, large type, indexed . . 1.44 

TEACHERS' READING CIRCLE BOOKS FOR 1922-1923. 

— Davis', The Technique of Teaching $1.25 

— Winship's, Danger Signals for Teachers 1 . 10 

We are informed by The Merriam Company, Springfield, Mass., that after June 30, 1922, 
the price of the Webster's New International Dictionary, buff buckram, indexed edition, will 
be $16. The present price, is $10.80. Teachers and school boards should be notified of this 
fact. 

Order all these books direct from The Depository, enclosing cash. 



PRICE LIST OF SCHOOL BOOKS. 

July 1, 1922. 



PUBLISHED AT THE STATE PRINTING PLANT. 

Price to Retail 

dealers. price. 

Basic Vocabulary Reading Chart $1 . 19 $1 .37 

Wooster Arithmetic— Book I 20 .23 

Wooster Arithmetic— Book II 25 .29 

American History Note Book 61 .70 

Kansas History 31 .36 

Elementary History, Mace 63 .73 

Foster's A History of the United States 60 .69 

Civics, Davis and McClure * * 

Kansas Primer 19 .22 

Kansas First Reader 30 .35 

Kansas Second Reader 31 . .36 

Kansas Third Reader 29 .33 

Kansas Fourth Reader 31 .36 

Kansas Fifth Reader .; " .* .34 .39 

Elementary Arithmetic, Morey 34 .39 

Advanced Arithmetic, Morey 44 .51 

English Lessons — Book I *. 30 .35 

English Lessons — Book II 36 .41 

Kansas Speller 20 .23 

Agriculture 38 .44 

Writing Book I 09 .11 

Writing Book II 09 .11 

Writing Book III 09 .11 

Writing Book IV 09 .11 

Writing Book V 09 .11 

Writing Book VI 09 .11 

Writing Book VII 09 .11- 

Primary Physiology, Hygiene, and Sanitation 28 .32 

Advanced Physiology 44 .51 

Kansas Classic Series, 5th grade 31 .36 

Kansas Classic Series, 6th Grade 31 .36 

Kansas Classic Series, 7th Grade 31 .36 

Kansas Classic Series, 8th Grade 31 .36 

Geography, Book I , -80 .92 

Geography, Book II 1.35 1.55 

Pads of Writing Paper, per doz 60 .72 

Progressive Music Series: 

Primer ..' * * 

Book I * * 

Book II * * 

Book III * * 

Book IV * * 

One-Book Course * * 

Plane and Solid Geometrj% Ford-Ammemian 65 .75 

Written and Spoken English, Clippinger * * 

First Course in Algebra, Ford-Ammerman * * 

Second Course in Algebra, Ford-Ammerman * * 

These books are sold by the State School Book Commission to school-book 
dealers and district clerks at "Price to Dealers," transportation prepaid. Ad- 
dress orders tb ^, H. Mcllhenny, Secretary State School Book Commission, 
Topeka, Kansas. 



Inquire of School Book Commiasion for prices. 



Educational Ethics 



Our educational ethics should carry a spirit of sym- 
pathy, humane fellowship, honesty, square dealing, 
and a straightforwardness of which no person could 
have <ioubt. 

Our faces should shine with the smile of cheerfulness 
and love for children. 

We should honor our vocation and be grateful that 
it gives us an opportunity to serve. 

Our vocation affords the greatest opportunity of all, 
and we should be happy to serve in the highest calling 
known to man — the calling of the teacher. 

We must realize that success is founded on intelli- 
gence, industry, justice and morality. 

We should make sure that those who know us, those 
who work with us, are benefited and happier for having 
known us or worked with us. 

We should use our best endeavors to elevate our vo- 
cation. We should so conduct our lives and affairs 
that others may wish to emulate our example. 

We must understand that one cannot live alone or 
for himself alone. 

As educational workers we should strive to improve 
ourselves, to increase our efficiency, and to enlarge our 
service, and by so doing show our good faith in the 
great work of aiding mankind — ^training for future 
service. 

Advancement should be the goal, and we should deal 
generously with our coworkers. 

Our daily living example should be such as could be 
followed with benefit by all. 

The results of our educational work will not pass 
away with our lives, but will live on forever and ever, 
and we should make sure that our work is all for bet- 
terment. 

We must remember he who profits most is he who 
serves best. 

— Lorraine Elizabeth Wooster. 



!rH.^,!ii,X °^ congress/ 



019 739 139 A 



